Immersive virtual reality as a teaching tool for neuroanatomy

Stepan, Katelyn; Zeiger, Joshua; Hanchuk, Stephanie; Signore, Anthony Del; Shrivastava, Raj; Govindaraj, Satish; Iloreta, Alfred Marc

doi:10.1002/alr.21986

Cited by 296 publications

(346 citation statements)

References 41 publications

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“…The incentives for immersive VR being incorporated into post-secondary education and skill training may include one or more of the following: the maintenance of ethical principles, overcoming problems concerning time and space, increasing the physical accessibility of environments that are not normally accessible and/or overcoming what would normally be a dangerous situation (Freina and Ott, 2015). Surgical Education's demand for immersive VR can be explained by ethical principles, which allows users to train technical skills without subjecting patients or the users themselves to the possibility of harm (Ziv Health Sciences Anatomy Stepan et al, 2017 Skill Training/Engagement Experiment: Randomized controlled study compared online textbooks with VR HMD (Oculus) to enhance student neuroanatomical knowledge (ventricular and cerebral). HMD VR was shown to be more engaging and similar to online for knowledge acquisition.…”

Section: Where Immersive Vr Was Implementedmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

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Section: Where Immersive Vr Was Implementedmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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“…In this review, all three studies consulted found no significant differences in the post-test results of HMDs compared with the control alternatives: 2D images (Ekstrand et al, 2018), online textbooks (Stepan et al, 2017), AR tablets, and conventional tablets (Moro et al, 2017). Significant improvement between pre-and post-tests was observed in one study (Ekstrand et al, 2018) but not in another (Stepan et al, 2017). Adverse side effects were measured using a questionnaire in one study, and they found the VR group using HMDs experienced higher levels of side effectsincluding significantly more dizziness, blurred vision and general discomfort -than the AR tablet or tablet groups (Moro et al, 2017).…”

Section: Head Mounted Devicesmentioning

confidence: 83%

The Use of Virtual and Augmented Reality in Anatomy Teaching

Heather¹,

Chinnah²,

Devaraj³

2019

MedEdPublish

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Background -There is a demand for new and efficient tools to teach anatomical sciences. Rapid developments in virtual reality (VR) and augmented reality (AR) mean educational use of the technology is becoming increasingly viable. However, uptake of this technology in anatomy teaching is still limited. This brief review aims to examine the effectiveness of VR/AR in anatomy teaching and includes evaluation of: head mounted devices (HMDs), stereoscopic projectors and screens, AR Magic Mirrors and AR Magic Books.Methods -PubMed, Scopus and Google Scholar were searched for relevant articles from 2013 to 29 th June 2018.Results -Students' academic performance was equal to or better than control methods for all four types of technology. All studies found high levels of student satisfaction for VR/AR teaching methods.Discussion -Various confounding factors and the large heterogeneity between studies are likely to have a major impact on results. Further research into the depth and longevity of learning in the different teaching methods, as well as their cost-effectiveness, would be beneficial for prospective institutions.

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“…Whilst research into the pedagogical applications of VR are expanding rapidly, with reviews and speculative studies gradually emerging in the life sciences domain [2,3], experimental studies into applied teaching and learning using fully-interactive VR applications are relatively sparse, although notable exceptions do exist, see Refs. [4,5,6]. The reasons for this apparent exiguity likely stems from the financial and skills investments that VR development requires, but as open access development tools continue to gain traction, this investment is reducing steadily.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality for Teaching and Learning in Crime Scene Investigation

Mayne

Green

2020

Preprint

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Simulated crime scene investigation is an essential component of forensic science education, but its implementation poses challenges relating to cost, accessibility and breadth of experience. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses through offering cost-effective practical experience and the ability to work in isolation, in a variety of different scenarios. Both user groups reported high levels of satisfaction with the process and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.

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Immersive virtual reality as a teaching tool for neuroanatomy

Abstract: Immersive VR educational tools awarded a more positive learner experience and enhanced student motivation. However, the technology was equally as effective as the traditional text books in teaching neuroanatomy.

Cited by 296 publications

References 41 publications

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

The Use of Virtual and Augmented Reality in Anatomy Teaching

Virtual Reality for Teaching and Learning in Crime Scene Investigation

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