Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy

Abstract Neuroanatomy as a subject is important to learn, because a good understanding of neuroanatomy supports the establishment of a correct diagnosis in neurological patients. However, rapid changes in curricula reduced time assigned to study (neuro)anatomy. Therefore, it is important to find alt...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Margot van Deursen, Laura Reuvers, Jacobus Dylan Duits, Guido de Jong, Marianne van den Hurk, Dylan Henssen
Formato: article
Lenguaje:EN
Publicado: Nature Portfolio 2021
Materias:
R
Q
Acceso en línea:https://doaj.org/article/a3ef00fdcd3042d0a31a0d71fea202d9
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id oai:doaj.org-article:a3ef00fdcd3042d0a31a0d71fea202d9
record_format dspace
spelling oai:doaj.org-article:a3ef00fdcd3042d0a31a0d71fea202d92021-12-02T16:04:18ZVirtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy10.1038/s41598-021-92109-y2045-2322https://doaj.org/article/a3ef00fdcd3042d0a31a0d71fea202d92021-06-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-92109-yhttps://doaj.org/toc/2045-2322Abstract Neuroanatomy as a subject is important to learn, because a good understanding of neuroanatomy supports the establishment of a correct diagnosis in neurological patients. However, rapid changes in curricula reduced time assigned to study (neuro)anatomy. Therefore, it is important to find alternative teaching methods to study the complex three-dimensional structure of the brain. The aim of this manuscript was to explore the effectiveness of Virtual Reality (VR) in comparison with Radiological Data (RaD) as suitable learning methods to build knowledge and increase motivation for learning neuroanatomy. Forty-seven students (mean age of 19.47 ± 0.54 years; 43 females; 4 males) were included; 23 students comprised the VR group. Both methods showed to improve knowledge significantly, the improvement between groups was not different. The RaD group showed to have a significantly higher score on expectancy than students in the VR group. Task value scores regarding finding a task interesting, useful and fun were found to be significantly different in favor of the VR group. Consequently, significant higher Motivation scores were found in the VR group. Motivation and expectancy, however, did not moderate learning results, whereas task value impacted the results in favour of the VR group. This study concludes that VR and RaD are effective and diverting methods to learn neuroanatomy, with VR being more motivating than RaD. Future research should investigate motivation and task value when using VR over a longer period of time.Margot van DeursenLaura ReuversJacobus Dylan DuitsGuido de JongMarianne van den HurkDylan HenssenNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-10 (2021)
institution DOAJ
collection DOAJ
language EN
topic Medicine
R
Science
Q
spellingShingle Medicine
R
Science
Q
Margot van Deursen
Laura Reuvers
Jacobus Dylan Duits
Guido de Jong
Marianne van den Hurk
Dylan Henssen
Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy
description Abstract Neuroanatomy as a subject is important to learn, because a good understanding of neuroanatomy supports the establishment of a correct diagnosis in neurological patients. However, rapid changes in curricula reduced time assigned to study (neuro)anatomy. Therefore, it is important to find alternative teaching methods to study the complex three-dimensional structure of the brain. The aim of this manuscript was to explore the effectiveness of Virtual Reality (VR) in comparison with Radiological Data (RaD) as suitable learning methods to build knowledge and increase motivation for learning neuroanatomy. Forty-seven students (mean age of 19.47 ± 0.54 years; 43 females; 4 males) were included; 23 students comprised the VR group. Both methods showed to improve knowledge significantly, the improvement between groups was not different. The RaD group showed to have a significantly higher score on expectancy than students in the VR group. Task value scores regarding finding a task interesting, useful and fun were found to be significantly different in favor of the VR group. Consequently, significant higher Motivation scores were found in the VR group. Motivation and expectancy, however, did not moderate learning results, whereas task value impacted the results in favour of the VR group. This study concludes that VR and RaD are effective and diverting methods to learn neuroanatomy, with VR being more motivating than RaD. Future research should investigate motivation and task value when using VR over a longer period of time.
format article
author Margot van Deursen
Laura Reuvers
Jacobus Dylan Duits
Guido de Jong
Marianne van den Hurk
Dylan Henssen
author_facet Margot van Deursen
Laura Reuvers
Jacobus Dylan Duits
Guido de Jong
Marianne van den Hurk
Dylan Henssen
author_sort Margot van Deursen
title Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy
title_short Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy
title_full Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy
title_fullStr Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy
title_full_unstemmed Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy
title_sort virtual reality and annotated radiological data as effective and motivating tools to help social sciences students learn neuroanatomy
publisher Nature Portfolio
publishDate 2021
url https://doaj.org/article/a3ef00fdcd3042d0a31a0d71fea202d9
work_keys_str_mv AT margotvandeursen virtualrealityandannotatedradiologicaldataaseffectiveandmotivatingtoolstohelpsocialsciencesstudentslearnneuroanatomy
AT laurareuvers virtualrealityandannotatedradiologicaldataaseffectiveandmotivatingtoolstohelpsocialsciencesstudentslearnneuroanatomy
AT jacobusdylanduits virtualrealityandannotatedradiologicaldataaseffectiveandmotivatingtoolstohelpsocialsciencesstudentslearnneuroanatomy
AT guidodejong virtualrealityandannotatedradiologicaldataaseffectiveandmotivatingtoolstohelpsocialsciencesstudentslearnneuroanatomy
AT mariannevandenhurk virtualrealityandannotatedradiologicaldataaseffectiveandmotivatingtoolstohelpsocialsciencesstudentslearnneuroanatomy
AT dylanhenssen virtualrealityandannotatedradiologicaldataaseffectiveandmotivatingtoolstohelpsocialsciencesstudentslearnneuroanatomy
_version_ 1718385291337662464