3D virtual-reality lecture was statistically non-inferior to 2D lecture on knowledge and rated better on spatial understanding and enjoyment (Kockro et al.)¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A randomised comparison of stereoscopic 3D and 2D lectures found no significant difference in mean MCQ scores, with 3D statistically non-inferior, and students rated the 3D method better in four experiential domains. → K Anniesmitha 2026

Evidence¶

K Anniesmitha 2026¶

K Anniesmitha, Rao K G Mohandas, Aithal P Ashwini, Bandekar Nikita N., Mandal Tatiyana, George Bincy M. (2026). Effectiveness of technology-enhanced learning in neuroanatomy education among health professionals - a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09764-w

q3 · i? · review · r3

Randomised study of 169 second-year medical students comparing 3D VR and 2D lectures on a 10-question MCQ exam on third-ventricle anatomy. Means were "5.19 (± 2.12)" vs "5.45 (± 2.16)"; the 3D group was "not significantly inferior" (p < 0.0001).

"The 2D group had a mean score of 5.19 (± 2.12), whereas the 3D group had a mean score of 5.45 (± 2.16). The findings of the 3D group were not significantly inferior to those of the 2D group (p < 0.0001)."

Discussion¶

Related Claims¶

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