Virtual Reality and Anatomy: Increasing Motivation and Learning Gains
DOI:
https://doi.org/10.56198/ITIG283VNKeywords:
Virtual Reality, Human Anatomy, Higher EducationAbstract
Anatomy and physiology courses are an integral part of the curriculum of the many Health, Wellness, and Sciences diploma (e.g., acupuncture, biotechnology, massage therapy, occupational therapy assistant and physical therapy assistant) and degree programs (Honours Bachelor of Science – Nursing Honours Bachelor Degree program) offered at Georgian College. In 2020, Georgian College received a Future Skills Centre (FSC) Shock-Proofing the Future of Work: Skills Innovation Challenge grant. As part of this grant, Georgian College is exploring, through two pilot projects, the benefits and challenges associated with integrating virtual reality
(VR) technology in anatomy courses in Health, Wellness, and Sciences programs to enhance learning by offering to students in addition to the conventional content, new ways (i.e., VR or non-immersive 2D programs) to engage, experience, and learn course content. More specifically, the goal of the two pilots is to examine the effects of using either VR anatomy or 2D anatomy on experience-based learning outcomes (motivational and enjoyment) and content-based learning outcomes (pre/post-test comparisons). The work-in-progress paper describes the development and implementation of the two pilot projects. For the last eighteen months, students enrolled in specific Health, Wellness, and Sciences diploma and degree programs have had the chance to engage with either human anatomy VR experiences or 2D human anatomy. So far, these pilots have generated important discussions among different interested parties regarding the viability of incorporating VR technology in the curriculum of Health, Wellness, and Sciences diploma and degree programs, as well as how VR anatomy-based experiences can be improved to meet the needs of different diploma and degree programs.
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