Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis

Abstract

The purpose of this review was to (1) analyze the effectiveness of immersivevirtual reality (iVR) and augmented reality (AR) as teaching/learning resources(collectively called XR-technologies) for gaining anatomy knowledge compared totraditional approaches and (2) gauge students' perceptions of the usefulness of thesetechnologies as learning tools. This meta-analysis, previously registered in PROSPERO(CRD42023423017), followed PRISMA guidelines. A systematic bibliographicalsearch, without time parameters, was conducted through four databases until June2023. A meta-analytic approach investigated knowledge gains and XR's usefulnessfor learning. Pooled effect sizes were estimated using Cohen's standardized meandifference (SMD) and 95% confidence intervals (95% CI). A single- group proportionalmeta-analysis was conducted to quantify the percentage of students who consideredXR devices useful for their learning. Twenty-seven experimental studies, reportingdata from 2199 health sciences students, were included for analysis. XR-technologiesyielded higher knowledge gains than traditional approaches (SMD = 0.40; 95%CI = 0.22 to 0.60), especially when used as supplemental/complementary learningresources (SMD = 0.52; 95% CI = 0.40 to 0.63). Specifically, knowledge performanceusing XR devices outperformed textbooks and atlases (SMD = 0.32; 95% CI = 0.10to 0.54) and didactic lectures (SMD = 1.00; 95% CI = 0.57 to 1.42), especially amongundergraduate students (SMD = 0.41; 95% CI = 0.20 to 0.62). XR devices wereperceived to be more useful for learning than traditional approaches (SMD = 0.54;95% CI = 0.04 to 1), and 80% of all students who used XR devices reported thesedevices as useful for learning anatomy. Learners using XR technologies demonstratedincreased anatomy knowledge gains and considered these technologies useful forlearning anatomy.K E Y W O R D Sanatomy, augmented reality, health sciences courses, immersive virtual reality, meta-analysis,technology-enhanced learning