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The Impact of an Immersive Virtual Reality Anatomy Lab for Informal Science Education

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Title: The Impact of an Immersive Virtual Reality Anatomy Lab for Informal Science Education
Language: English
Authors: Leena Alkhammash (ORCID 0009-0006-9426-0656), Anthony N. Saraco (ORCID 0009-0008-3685-8136), Cristina Goes Schaurich (ORCID 0000-0002-7212-864X), Bailey S. Y. Lo (ORCID 0009-0009-6259-0441), Claudia Krebs (ORCID 0000-0001-8034-2796)
Source: Anatomical Sciences Education. 2025 18(12):1373-1387.
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: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Computer Simulation, Technology Uses in Education, Science Education, Anatomy, Human Body, High School Students, Individual Characteristics, Student Experience, Program Effectiveness, Science Laboratories, Spatial Ability, Visualization, Student Attitudes, Learning Motivation, Foreign Countries, Summer Programs, Physiology
Geographic Terms: Canada
Assessment and Survey Identifiers: Vandenberg Mental Rotations Test
DOI: 10.1002/ase.70087
ISSN: 1935-9772
1935-9780
Abstract: The use of virtual reality (VR) in anatomy education enables interactive exploration of the human body and can overcome challenges in informal education settings, such as access to donated human remains and spatial understanding of 3D structures. This study explored how individual factors--such as spatial ability, visual imagery skills, and susceptibility to cybersickness--affected high school-aged (15-18 years old) learners' experiences and perceived effectiveness of a VR anatomy lab as a learning tool. Results showed that learners with higher visual imagery skills (visualizers) report a statistically greater sense of relevance and satisfaction when learning anatomy using VR. Those parameters are reported to be less statistically significant by those with stronger mental rotation skills (rotators) who perceive VR as less beneficial. Overall, learners find VR engaging and effective for learning, with positive correlations observed between the perceived quality of the VR experience reported by the learners and the learners' motivation to learn, attention, confidence, satisfaction, and potential positive impact on their education (p < 0.05). However, both cognitive load and symptoms of cybersickness, while rare in this study population, were negatively correlated with the sense of relevance and confidence (p < 0.05). Our findings support the use of VR as a complementary tool in informal science education, particularly for those with diverse learning needs. Results also indicate that exposure to the VR anatomy lab positively influences learners' perceptions of career opportunities in STEAM, particularly in technology-enhanced fields such as medical imaging and surgical simulation, inspiring interest in fields they had not previously considered.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491280
Database: ERIC
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  Data: The Impact of an Immersive Virtual Reality Anatomy Lab for Informal Science Education
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  Data: Wiley. Available from: John Wiley &amp; 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
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  Data: The use of virtual reality (VR) in anatomy education enables interactive exploration of the human body and can overcome challenges in informal education settings, such as access to donated human remains and spatial understanding of 3D structures. This study explored how individual factors--such as spatial ability, visual imagery skills, and susceptibility to cybersickness--affected high school-aged (15-18 years old) learners&#39; experiences and perceived effectiveness of a VR anatomy lab as a learning tool. Results showed that learners with higher visual imagery skills (visualizers) report a statistically greater sense of relevance and satisfaction when learning anatomy using VR. Those parameters are reported to be less statistically significant by those with stronger mental rotation skills (rotators) who perceive VR as less beneficial. Overall, learners find VR engaging and effective for learning, with positive correlations observed between the perceived quality of the VR experience reported by the learners and the learners&#39; motivation to learn, attention, confidence, satisfaction, and potential positive impact on their education (p &lt; 0.05). However, both cognitive load and symptoms of cybersickness, while rare in this study population, were negatively correlated with the sense of relevance and confidence (p &lt; 0.05). Our findings support the use of VR as a complementary tool in informal science education, particularly for those with diverse learning needs. Results also indicate that exposure to the VR anatomy lab positively influences learners&#39; perceptions of career opportunities in STEAM, particularly in technology-enhanced fields such as medical imaging and surgical simulation, inspiring interest in fields they had not previously considered.
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