116 - Exploring the Implications of Cybersickness in Virtual Anatomy Bellringer-style Examinations

Poster Board Number: 116
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Jeffrey Sun - McMaster University; Nicole Fu - McMaster University; Kaitlin Marshall - University of Toronto; Joshua Mitchell - McMaster University; Ilana Bayer - McMaster University; Judi Laprade - University of Toronto; Bruce Wainman - McMaster University; Joshua Nederveen - McMaster University; Peter Helli - McMaster University; Irena Rebalka - McMaster University

Abstract Body : In anatomy classrooms, the emergence of virtual reality (VR) tools has supported promising developments in visualization and content delivery. However, there is a noticeable lack of research exploring the use of VR in an examination scenario, both within and outside of anatomy. Benefits of a virtual 3D approach to anatomical assessments may include increased demonstrations of spatial understanding and ease of translating acquired knowledge into clinical practice. Even so, greater exploration of the potential limitations is required to further assess the practicality of anatomical VR testing modalities. Among other criticisms of VR’s overall use in the classroom is cybersickness, a motion sickness-like phenomenon that occurs while using virtual technologies associated with symptoms of nausea, visual discomfort, and disorientation. While previous studies deny any links between cybersickness symptoms and performance, there is uncertainty around its influence on student experience.
As such, the present study seeks to address the following question: To what extent does cybersickness influence both student success and experience in VR compared to in-person or 2D testing modalities during an undergraduate Bellringer examination?
Data collection will occur in December 2023 and April 2024. Prospectively, 150 undergraduate students at McMaster University will be included within this study. Within a mock examination setting, students will answer 12 Bellringer-style questions, alternating between visualizing anatomical structures of interest in VR, on paper (2D), or on a physical specimen. All questions will be graded as correct or incorrect, and item difficulty and points biserial will subsequently be calculated. Each student will complete a quantitative post-experience survey on their experience, report cybersickness symptoms (SSQ), and complete a visuospatial test (MRT). Data will be analyzed to compare testing between the three visual modalities to explore test success rate and personal experience in the context of cybersickness. It is hypothesized that cybersickness will persist in most students, given its historical prevalence in previous studies, but will be inconsequential to test performance. Furthermore, VR will output higher test scores than 2D models but less than physical models. In brief, this experiment seeks to focus on cybersickness outcomes to inform educators of its influence on the validity and applicability of VR in anatomical examination settings.