Students report greater satisfaction with VR-based anatomy learning than with conventional or 2D methods¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Pooled results from five studies show most students have greater interest in learning via VR methods (SMD = 0.77). → Zhao Jingjie 2020

Evidence¶

Zhao Jingjie 2020¶

Zhao Jingjie, Xu Xinliang, Jiang Hualin, Ding Yi. (2020). The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies. BMC Medical Education. https://doi.org/10.1186/s12909-020-1994-z

q3 · i2 · quant-synthesis · r2

Secondary-outcome synthesis of five of the 15 included trials that assessed satisfaction levels, pooled with a fixed effects model. The review reports "SMD = 0.77; 95% CI 0.47–1.07, p < 0.05" with low heterogeneity (I2 = 20.5%).

"The pooled results based on the fixed effects model showed that most students have a greater interest in learning via VR methods, rather than conventional or 2D teaching methods (SMD = 0.77; 95% CI 0.47–1.07, p < 0.05; I2 = 20.5%)"

Discussion¶

Related Claims¶

• 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
• VR-based anatomy teaching moderately improves learners' examination scores compared with traditional or 2D digital methods — related
• VR module matched a textbook on anatomy knowledge at pre-, post- and retention testing while being rated more engaging and motivating (Stepan et al.) — related
• Digital clinical skills teaching produces higher student satisfaction and engagement across multiple modalities, despite mixed efficacy for skills — a broader claim this one bears on
• VR instruction raises nursing students' academic satisfaction more than control teaching modalities (SMD = 1.14) — possibly the same claim (merge candidate)