3D Organon Featured in Anatomical Sciences Education Journal: Measuring Student Acceptance of VR for Anatomy Learning
Anatomy forms the cornerstone of many medical disciplines, yet its complexity often poses significant challenges for learners. Traditional methods of teaching anatomy, while foundational, may not always be accessible or engaging for all students. In this context, Virtual Reality (VR) offers promising potential to enhance anatomy education by providing immersive, interactive learning experiences.
A recent study conducted by a team including colleagues from University College Cork (UCC), Ireland, explored this potential by examining students’ perceptions of 3D Organon and their willingness to adopt it as a learning tool. The study, titled “Measuring Students’ Perceptions of Virtual Reality for Learning Anatomy using the General Extended Technology Acceptance Model for E-Learning,” has been accepted and published in the prestigious Anatomical Sciences Education (ASE) journal. Notably, the ASE journal also featured a 3D Organon model on its cover page, highlighting the growing importance of immersive anatomical visualization in medical education.
The Study
The research focused on two groups of students: eight MSc Human Anatomy students and nine BSc Neuroscience students. Both groups used 3D Organon to study the anatomy of the eye and ear—two anatomically complex regions that benefit greatly from 3D visualization.
To measure acceptance of the software, the study utilized the General Extended Technology Acceptance Model for E-Learning (GETAMEL).
Key Findings
The results demonstrated a high level of acceptance of 3D Organon among the students, with enjoyment ranking as the most highly rated factor (mean score μ = 1.9). Statistical analyses revealed:
- Self-efficacy, enjoyment and computer anxiety accounted for 91% of the perceived ease of use, with enjoyment being the strongest predictor (β = 0.78).
- These three factors also significantly influenced perceived usefulness, with perceived ease of use emerging as the most influential (β = 1.02).
- Both perceived ease of use and perceived usefulness accounted for 85% of the students’ behavioral intention to continue using 3D Organon, with ease of use again the stronger predictor (β = 1.01).
Implications
These findings underscore that enjoyment and ease of use are crucial drivers in students’ willingness to adopt the immersive technology of 3D Organon for anatomy learning. This highlights the importance of user-friendly, engaging VR experiences in enhancing medical education and suggests a promising future for immersive technology in classrooms and clinical training.
Read the full study here:
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