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Immersive Virtual Reality as a teaching aid for anatomy

Marc Holmes, Laura Mason Orcid Logo

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018, Pages: 49 - 60

Swansea University Author: Laura Mason Orcid Logo

DOI (Published version): 10.1255/vrar2018.ch6

Abstract

Anatomy is a discipline where students are required to identify structures of the human body. It is typically a topic which challenges students due to the large volume of terms and content they are required to understand. This study was designed to investigate whether Virtual Reality (VR) as an inno...

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Published in: Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
ISBN: 9781906715281
Published: UK IMPublicationsOpen 2019
Online Access: https://www.impopen.com/vrar2018
URI: https://cronfa.swan.ac.uk/Record/cronfa50770
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first_indexed 2019-06-10T14:59:26Z
last_indexed 2019-07-03T14:55:19Z
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spelling 2019-07-03T12:59:36.6093897 v2 50770 2019-06-10 Immersive Virtual Reality as a teaching aid for anatomy ef88a9ba99af7706e3e80e418f482e0a 0000-0002-9679-7063 Laura Mason Laura Mason true false 2019-06-10 STSC Anatomy is a discipline where students are required to identify structures of the human body. It is typically a topic which challenges students due to the large volume of terms and content they are required to understand. This study was designed to investigate whether Virtual Reality (VR) as an innovative approach to teaching could improve both student experience and attainment in this subject area. A specifically developed VR platform was created in which Medical Engineering students (N = 42) were asked to individually compete to assemble a human skeleton in both the fastest time and with the fewest errors. This gamification in an immersive environment was hypothesised to increase students’ understanding and retention of anatomical information and was compared to studying from a set of traditional notes. The results showed a 10 % greater improvement in test scores with VR over the use of notes (non-significant, P = 0.141). In the longer term those who participated in the study performed significantly better on the end of module examination (P = 0.012) suggesting measurable learning gain from the experience more widely. Students responded positively to the use of VR in this context and expressed an interest in seeing more VR as part of their anatomy education and their Higher Education experience more broadly. Book chapter Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018 49 60 IMPublicationsOpen UK 9781906715281 10 6 2019 2019-06-10 10.1255/vrar2018.ch6 https://www.impopen.com/vrar2018 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2019-07-03T12:59:36.6093897 2019-06-10T09:01:53.2797575 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Marc Holmes 1 Laura Mason 0000-0002-9679-7063 2 0050770-10062019090307.pdf FinalPublshedVRAnatomypaper.pdf 2019-06-10T09:03:07.8170000 Output 734330 application/pdf Accepted Manuscript true 2019-06-10T00:00:00.0000000 false eng
title Immersive Virtual Reality as a teaching aid for anatomy
spellingShingle Immersive Virtual Reality as a teaching aid for anatomy
Laura Mason
title_short Immersive Virtual Reality as a teaching aid for anatomy
title_full Immersive Virtual Reality as a teaching aid for anatomy
title_fullStr Immersive Virtual Reality as a teaching aid for anatomy
title_full_unstemmed Immersive Virtual Reality as a teaching aid for anatomy
title_sort Immersive Virtual Reality as a teaching aid for anatomy
author_id_str_mv ef88a9ba99af7706e3e80e418f482e0a
author_id_fullname_str_mv ef88a9ba99af7706e3e80e418f482e0a_***_Laura Mason
author Laura Mason
author2 Marc Holmes
Laura Mason
format Book chapter
container_title Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
container_start_page 49
publishDate 2019
institution Swansea University
isbn 9781906715281
doi_str_mv 10.1255/vrar2018.ch6
publisher IMPublicationsOpen
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
url https://www.impopen.com/vrar2018
document_store_str 1
active_str 0
description Anatomy is a discipline where students are required to identify structures of the human body. It is typically a topic which challenges students due to the large volume of terms and content they are required to understand. This study was designed to investigate whether Virtual Reality (VR) as an innovative approach to teaching could improve both student experience and attainment in this subject area. A specifically developed VR platform was created in which Medical Engineering students (N = 42) were asked to individually compete to assemble a human skeleton in both the fastest time and with the fewest errors. This gamification in an immersive environment was hypothesised to increase students’ understanding and retention of anatomical information and was compared to studying from a set of traditional notes. The results showed a 10 % greater improvement in test scores with VR over the use of notes (non-significant, P = 0.141). In the longer term those who participated in the study performed significantly better on the end of module examination (P = 0.012) suggesting measurable learning gain from the experience more widely. Students responded positively to the use of VR in this context and expressed an interest in seeing more VR as part of their anatomy education and their Higher Education experience more broadly.
published_date 2019-06-10T04:02:23Z
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score 11.012678

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