The Effectiveness of Immersive Virtual Reality as a Student-Centered Tool for Learning Neuroanatomy: A Single-Blind Randomized Controlled Trial with Physiotherapy Students
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| Title: | The Effectiveness of Immersive Virtual Reality as a Student-Centered Tool for Learning Neuroanatomy: A Single-Blind Randomized Controlled Trial with Physiotherapy Students |
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| Language: | English |
| Authors: | Paloma García-Robles, Esteban Obrero-Gaitán (ORCID |
| Source: | Anatomical Sciences Education. 2025 18(10):1083-1094. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Simulation, Computer Uses in Education, Student Centered Learning, Anatomy, Randomized Controlled Trials, Physical Therapy, Allied Health Occupations Education, Neurology, Anxiety, Instructional Effectiveness, Student Satisfaction, Student Motivation, Atlases, Retention (Psychology), Usability |
| DOI: | 10.1002/ase.70068 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Neuroanatomy is a crucial component of the physiotherapy curriculum, but its complexity can lead to "neurophobia" among students. Immersive virtual reality (IVR) offers an innovative alternative to traditional methods by providing interactive and realistic three-dimensional images of neurological structures. We aim to evaluate the effectiveness of IVR for learning neuroanatomy and to assess student satisfaction and motivation. We conducted a single-blind randomized controlled trial with 67 second-year physiotherapy students. Besides didactic lectures, students were randomly assigned to one of two groups. The first was an IVR group (n = 34), in which students studied autonomously using the MetaQuest 2 IVR device with the SharecareYOU VR application (60 min), after having received instructions on how to use it (30 min). The second group (n = 33) followed a traditional learning approach using anatomical atlases and textbooks (90 min). Knowledge retention was assessed through an 18-item questionnaire, while satisfaction, perceived usefulness, and usability of the IVR headset were evaluated using other questionnaires. Evaluations were carried out immediately after the intervention, and four weeks later. The IVR group demonstrated significantly higher knowledge retention overall (p < 0.001) as well as in specific areas, such as theoretical understanding, spatial location, and labeling of brain areas (p < 0.001). No statistically significant differences were maintained 4 weeks after the intervention (p = 0.37). Additionally, IVR students reported greater satisfaction (p < 0.001) and found it useful for learning (p < 0.001) without adverse events. Our findings show that IVR is a safe supplementary tool that is more effective for enhancing neuroanatomical education in physiotherapy than textbooks and atlases. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486232 |
| Database: | ERIC |
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| Abstract: | Neuroanatomy is a crucial component of the physiotherapy curriculum, but its complexity can lead to "neurophobia" among students. Immersive virtual reality (IVR) offers an innovative alternative to traditional methods by providing interactive and realistic three-dimensional images of neurological structures. We aim to evaluate the effectiveness of IVR for learning neuroanatomy and to assess student satisfaction and motivation. We conducted a single-blind randomized controlled trial with 67 second-year physiotherapy students. Besides didactic lectures, students were randomly assigned to one of two groups. The first was an IVR group (n = 34), in which students studied autonomously using the MetaQuest 2 IVR device with the SharecareYOU VR application (60 min), after having received instructions on how to use it (30 min). The second group (n = 33) followed a traditional learning approach using anatomical atlases and textbooks (90 min). Knowledge retention was assessed through an 18-item questionnaire, while satisfaction, perceived usefulness, and usability of the IVR headset were evaluated using other questionnaires. Evaluations were carried out immediately after the intervention, and four weeks later. The IVR group demonstrated significantly higher knowledge retention overall (p < 0.001) as well as in specific areas, such as theoretical understanding, spatial location, and labeling of brain areas (p < 0.001). No statistically significant differences were maintained 4 weeks after the intervention (p = 0.37). Additionally, IVR students reported greater satisfaction (p < 0.001) and found it useful for learning (p < 0.001) without adverse events. Our findings show that IVR is a safe supplementary tool that is more effective for enhancing neuroanatomical education in physiotherapy than textbooks and atlases. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70068 |
