A comparative study between a virtual reality heart anatomy system and traditional medical teaching modalities

Alfalah, Salsabeel F. M.; Falah, Jannat; Alfalah, Tasneem; Elfalah, Mutasem; Muhaidat, Nadia; Falah, Orwa

doi:10.1007/s10055-018-0359-y

Cited by 103 publications

(75 citation statements)

References 12 publications

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“…Different types of VR used for the purpose of education. From left: VR environment using common mouse/keyboard on a stereoscopic display [39], Experience room used to show tsunami [40], a Science educator in a primary school taking students to virtual Egypt via the Google Expeditions App [41].…”

Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

“…Therefore, it usually requires the least immersive environment such as wall-based or monitor-based projection with special goggles or HMD with a simple input devices like keyboard, mouse, touchscreen or controller. Generally such scenarios consist of 3D visualisation [39,42], training in hazardous situation [43][44][45] as well as travel and space trips [46,47]. Very good examples are presented in [47], where the author summarises the impact of VR on history education.…”

Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

“…The scenes in the modules use sounds from the real world and the correct distances between objects, and the scenes are made in a such way not to traumatise the children. In [39], semi-immersive environment is delivered through projection wall or 3D-Television with 3D glasses as well as on stereoscopic display (PC with a powerful graphic card and 3D glasses). The rotate manipulation of 3D data is based on motion capture-tracing gestures recognition or common mouse and keyboard, respectively.…”

Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

“…Figure 4 presents screenshots of selected VR environments. [39], Dental crown preparation training [60], Cardiac Life Support Training [89] and Anatomy Builder VR [90].…”

Section: Medical Educationmentioning

confidence: 99%

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Virtual Reality and Its Applications in Education: Survey

et al. 2019

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In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testing and validation. Lastly, we conclude and discuss future directions of VR and its potential to improve the learning experience.Information 2019, 10, 318 2 of 20 must be carried out under supervision; therefore, students cannot self-configure lab equipment, experience states of emergency or effects of misconfiguration which may lead to equipment damage. Moreover, there is no possibility to practice and catch up outside the laboratory schedule. Currently, the solutions are modern technologies such as online courses [8,9], blended learning [10-13], different computer-based platforms [14-18] and many others, which allow the students to repeat several times the same topic, make mistakes and learn from them. Numerous examples of hardware and software which have been successful in educational processes indicate that edtech industry can improve learning outcomes for the majority of students [19]. More and more educational centres around the world are starting to introduce powerful new technology tools that help them to meet the needs of diverse student populations. Traditional books are being replaced by digital instructional content (especially from open educational resources) [20]. Notebooks, tablets or cell phones with dedicated application have replaced classical copybooks [21]. Distance [22] and personalised learning [23] are used to tailor education to each student's academic strengths, weaknesses, preferences and goals.It is well known that the use of information and communication technologies have been found to improve student attitudes towards learning [24][25][26][27]. It is a rapidly growing field of research, continually developing and looking for new technological solutions. Over the last several years, Virtual Reality (VR), which provides an interactive computer-generated environment, has moved from being the purview of the gaming to the professional development such as military, psychology, medicine and teaching applications.In 1987, Jaron Lanier, together with Steve Bryson, formulated the first definition of VR, which they desc...

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Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

Section: Types Of Virtual Educational Environmentsmentioning

confidence: 99%

“…Figure 4 presents screenshots of selected VR environments. [39], Dental crown preparation training [60], Cardiac Life Support Training [89] and Anatomy Builder VR [90].…”

Section: Medical Educationmentioning

confidence: 99%

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Virtual Reality and Its Applications in Education: Survey

et al. 2019

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show abstract

“…Alfalah et al [3] conducted a comparative study between traditional medical education methods and that of VR technology, the VR came to solve the shortcomings of the traditional method since the latter is a tool that offers additional means to teach in order to improve the quality of skills and to meet the requirements of modern medical training in order to overcome the difficulties encountered by students and teachers in conveying the message. A comparative study was conducted between the two teaching methods in VR and classical method.…”

Section: Related Workmentioning

confidence: 99%

An Interactive VR System for Anatomy Training

Aouam¹,

Zenati-Henda²,

Benbelkacem³

et al. 2020

Mixed Reality and Three-Dimensional Computer Graphics

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In recent decades, virtual reality (VR) becomes a potential solution to enhance clinical medical (functional reeducation, training, etc.), especially with the growth evolution of technologies form both visualization (e.g., HoloLens, VR in Case, etc.) and 3D gestural interaction (Ray Casting, Free Hand, etc.) point of views. The 3D visualization of the human anatomy could be a serious asset for students in medicine. This new technology could provide a clear and realistic representation of the internal organs of the human body, without having to resort to surgery. 3D organs based-course supports visualization could be a useful tool for students, especially in their first graduate studies, to enhance their perception on human's internal composition. This system is composed of two modules, 3D human's anatomy visualization module and interaction module for organs manipulation. Finally, the system will be tested and evaluated with several subjects.

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Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

et al. 2022

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There is an increasing need to facilitate enhanced student engagement in anatomy education. Higher education students differ in academic preferences and abilities and so, not all teaching strategies suit all students. Therefore, it is suggested that curricula design and delivery adapt to sustain learner engagement. Enhanced learner engagement is a fundamental feature of Universal Design for Learning (UDL). The aim of this study is to determine if anatomy educators in the Republic of Ireland (ROI) and United Kingdom (UK) are aware of UDL and to assess if, and to what extent, it has been implemented in the design and delivery of anatomy curricula for healthcare students. An anonymous online questionnaire was administered to anatomy educators in higher level institutions in the ROI and UK. Inductive content analysis was used to identify the impact of UDL on student learning, engagement, and motivation, as perceived by the participants. The response rate was 23% (n = 61). Nineteen participants stated they knew of UDL. Of these, 15 had utilized UDL in their teaching of anatomy. Analysis indicated that the perception of UDL was mixed. However, the majority of responses relating to UDL were positive. The majority of the respondents were unaware of UDL but identified the frameworks' checkpoints within their curriculum, suggesting they have unknowingly incorporated elements of UDL in their curriculum design and delivery. There is a lack of information on the benefits of explicit utilization of UDL for engagement and motivation to learn anatomy in healthcare programs in the ROI and UK.

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A comparative study between a virtual reality heart anatomy system and traditional medical teaching modalities

Cited by 103 publications

References 12 publications

Virtual Reality and Its Applications in Education: Survey

Virtual Reality and Its Applications in Education: Survey

An Interactive VR System for Anatomy Training

Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

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