VR module matched a textbook on anatomy knowledge at pre-, post- and retention testing while being rated more engaging and motivating (Stepan et al.)¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A randomised trial of 66 medical students found no significant difference in anatomy knowledge between a VR interactive model and an online textbook at preintervention, postintervention, or retention quizzes, while the VR group rated the experience significantly more engaging and scored higher on motivation. → 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 · r2

Randomised controlled study with 66 medical students (33 per group) comparing a VR interactive module against an online textbook, with IMMS motivation assessment. Knowledge quizzes showed "no significant difference"; VR experience ratings were higher (all p < 0.01).

"there was no significant difference in anatomy knowledge between the 2 groups in terms of preintervention, postintervention, or retention quizzes. The VR group reported that the learning experience was significantly more engaging, enjoyable, and useful (all p < 0.01)"

Discussion¶

Related Claims¶

• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — a broader claim this one bears on
• 3D virtual-reality lecture was statistically non-inferior to 2D lecture on knowledge and rated better on spatial understanding and enjoyment (Kockro et al.) — related
• Learner motivation and engagement (Kirkpatrick Level 1) were consistently high across technology-enhanced neuroanatomy interventions — a broader claim this one bears on
• AR and 2D methods boosted knowledge similarly, but the 3D AR method drew greater satisfaction and student preference (Lopez et al.) — related
• An AR application produced smaller test-score gains than cross-section study and higher extraneous cognitive load (Henssen et al.) — related
• VR and video instruction groups reported comparable cognitive load in the anatomy lesson — related
• Improvements in objective knowledge outcomes (Kirkpatrick Level 2) from technology-enhanced learning were inconsistent across neuroanatomy interventions — a broader claim this one bears on
• Digital learning platforms and virtual learning environments enhance knowledge retention and flexibility in orthodontic education — related