Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis
dc.contributor.author | García-Robles, Paloma | |
dc.contributor.author | Cortés-Pérez, Irene | |
dc.contributor.author | Nieto-Escámez, Francisco Antonio | |
dc.contributor.author | García-López, Héctor | |
dc.contributor.author | Obrero-Gaitán, Esteban | |
dc.contributor.author | Osuna-Pérez, María Catalina | |
dc.date.accessioned | 2025-01-29T08:33:53Z | |
dc.date.available | 2025-01-29T08:33:53Z | |
dc.date.issued | 2024-02-12 | |
dc.description.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 | es_ES |
dc.identifier.citation | García-Robles P, Cortés-Pérez I, Nieto-Escámez FA, García-López H, Obrero-Gaitán E, Osuna-Pérez MC. Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis. Anat Sci Educ. 2024;17(3):514-528. doi:10.1002/ase.2397 | es_ES |
dc.identifier.issn | 1935-9780 | es_ES |
dc.identifier.other | https://doi.org/10.1002/ase.2397 | es_ES |
dc.identifier.uri | https://anatomypubs.onlinelibrary.wiley.com/doi/10.1002/ase.2397 | es_ES |
dc.identifier.uri | https://hdl.handle.net/10953/4499 | |
dc.language.iso | eng | es_ES |
dc.publisher | Wiley | es_ES |
dc.relation.ispartof | Anatomical Sciences Education 2024; 17(3): 514-528. | es_ES |
dc.rights | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | anatomy | es_ES |
dc.subject | augmented reality | es_ES |
dc.subject | immersive virtual reality | es_ES |
dc.subject | health sciences courses | es_ES |
dc.subject | technology-enhanced learning | es_ES |
dc.subject | meta-analysis | es_ES |
dc.title | Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
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