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Passive vs. Active Virtual Reality Learning: The Effects on Short- and Long-Term Memory of Anatomical Structures
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2004
Year
NeuropsychologyEducationCognitionAnatomical ModelSurgeryHuman MemoryExplicit MemorySocial SciencesPilot StudyGross AnatomyApplied AnatomyVirtual RealityPassive VsImmersive TechnologyWorking MemoryMemorySurgery SimulatorAnatomical StructuresCognitive NeuroscienceVirtual ClassroomCognitive ScienceSurgical TrainingAnatomical ExpertExtended RealitySame Vr LessonProcedural MemorySpatial CognitionNeuroscienceMedicineLong-term Memory
This pilot study compares the differences in learning outcomes when students are presented with either an active (student-centered) or passive (teacher-centered) virtual reality-based anatomy lesson. The “active” lesson used UCSD's Anatomic VisualizeR and enabled students to interact with 3D models and control presentation of learning materials. The “passive” lesson used a digital recording of an anatomical expert's tour of the same VR lesson played back as a QuickTime™movie. Subsequent examination of the recal and retention studied anatomic objects were comparable in both groups. Issues underlying these results are discussed.