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

dc.contributor.authorGarcía-Robles, Paloma
dc.contributor.authorCortés-Pérez, Irene
dc.contributor.authorNieto-Escámez, Francisco Antonio
dc.contributor.authorGarcía-López, Héctor
dc.contributor.authorObrero-Gaitán, Esteban
dc.contributor.authorOsuna-Pérez, María Catalina
dc.date.accessioned2025-01-29T08:33:53Z
dc.date.available2025-01-29T08:33:53Z
dc.date.issued2024-02-12
dc.description.abstractThe 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 learninges_ES
dc.identifier.citationGarcía-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.2397es_ES
dc.identifier.issn1935-9780es_ES
dc.identifier.otherhttps://doi.org/10.1002/ase.2397es_ES
dc.identifier.urihttps://anatomypubs.onlinelibrary.wiley.com/doi/10.1002/ase.2397es_ES
dc.identifier.urihttps://hdl.handle.net/10953/4499
dc.language.isoenges_ES
dc.publisherWileyes_ES
dc.relation.ispartofAnatomical Sciences Education 2024; 17(3): 514-528.es_ES
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subjectanatomyes_ES
dc.subjectaugmented realityes_ES
dc.subjectimmersive virtual realityes_ES
dc.subjecthealth sciences courseses_ES
dc.subjecttechnology-enhanced learninges_ES
dc.subjectmeta-analysises_ES
dc.titleImmersive virtual reality and augmented reality in anatomy education: A systematic review and meta-analysises_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES

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