167 - Implementation and User Experience of Virtual Reality Learning Activities in Anatomy Tutorial Sessions

Poster Board Number: 167
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Peter Helli - McMaster University; Irena Rebalka - McMaster University; Evan Varlese - McMaster University

Abstract Body : Introduction:

Current research has demonstrated mixed findings on the efficacy and use of VR for studying anatomy. While there are potential benefits of using VR (e.g., learner engagement, active learning environment, facilitation of spatial memory), there are also known challenges (e.g., cyber sickness). This study aimed to explore (1) user experience with VR anatomy learning activities and 2) the feasibility of implementing these activities in a tutorial setting.



Materials and Methods:

During scheduled tutorial sessions, students in an undergraduate anatomy and physiology course used VR to explore the respiratory and digestive systems (VR sessions 1 and 2, respectively). The VR station consisted of 10 Meta Quest 2 headsets pre-loaded with a Human Anatomy VR application. Each session began with a demonstration of using the VR equipment and a screencast walkthrough of the app. Using the app, students had up to 15 minutes to explore anatomical structures and their relationships. Students were then invited to complete a user experience survey that contained questions related to prior VR experience, Nielsen's attributes of usability, and simulator sickness.



Results:

The VR station setup enabled ten students to participate at a time. Headset battery life was a limiting factor, requiring the tethering of headsets to a power source. Eighty-nine percent of students who attended tutorials (n=302 for VR session 1, n=288 for VR session 2) used VR. Survey data (n=141) showed that 54% of students had prior VR experience. Students with previous VR experience found the equipment more straightforward to use. Fifty-seven percent of students agreed or strongly agreed that the VR headset was comfortable to wear. The top 3 reported simulator sickness symptoms were general discomfort (65%), eye strain (58%), and difficulty focusing (57%). Many students (43%) felt they could wear the headset for up to 15 minutes. Seventy percent of students agreed or strongly agreed that VR would be useful when learning anatomy, and most students found the experience fun and satisfying.



Conclusion:

The study demonstrated that it is feasible for groups of students to participate in VR learning activities within tutorial settings. The data show high learner interest in using VR to learn anatomy and that the optimal activity length is under 15 minutes. Ensuring the headset fits appropriately and practicing with VR should lead to better ease of use and fewer symptoms of cyber sickness.



Significance and Implication:

Understanding user experience with VR to learn anatomy and the logistics for using VR in educational settings can help guide curricular design and implementation decisions. Specifically, the data suggest that VR activities should be supplementary and short in duration to meet most learners' needs best.