Virtual reality is more efficient in learning human heart anatomy especially for subjects with low baseline knowledge. (December 2020)

• Record Type: Journal Article
• Authors: Zinchenko, Y.P.; Khoroshikh, P.P.; Sergievich, A.A.; Smirnov, A.S.; Tumyalis, A.V.; Kovalev, A.I.; Gutnikov, S.A.; Golokhvast, K.S.
• Is Part Of: New ideas in psychology. Volume 59(2020)
• Publication Date: 2020-12
• Subjects: Virtual reality -- Education -- Human heart anatomy; Psychology -- Philosophy -- Periodicals; Psychology -- Methodology -- Periodicals; Psychology -- Periodicals; Psychologie -- Philosophie -- Périodiques; Psychologie -- Méthodologie -- Périodiques; Psychology -- Methodology; Psychology -- Philosophy; Electronic journals; Periodicals; 150
• DOI: 10.1016/j.newideapsych.2020.100786
• Languages: English
• ISSNs: 0732-118X

Abstract

Abstract: New technologies make their way into education and one of the most prominent of them is the immersive Virtual Reality (IVR). But the scientific data about its efficiency in the educational process is controversial. In the present study three randomized groups of students, who did not have biological and medical classes amongst their courses, studied human heart anatomy using three different learning methods – a paper (text and images); a 3D interactive human heart model presented on a computer display; an IVR human heart model. Prior and after learning session students performed the test of human heart anatomy with 28 open questions. The IVR group showed the increase of correct answers within the group and compared with other groups. Also, the subjects with lesser baseline knowledge in IVR group showed the greater increase of correct answers following IVR session. The structure and the way how the learning material should be presented in IVR and how it affects the learning outcomes are discussed.