Integrating Virtual Reality Game-Based Learning to Enhance Metacognition in Medical Anatomy Education.

Abstract

Medical anatomy education has traditionally relied on lectures, hands-on prosection, and textbooks, with recent enhancements through digital materials. This study investigates the integration of virtual reality (VR) technology in anatomy education and its impact on student engagement, metacognitive development, and learning outcomes. Through two experimental cycles with first-year medical students, the VR application was evaluated across key usability dimensions, including engagement, engrossment, and total immersion, alongside its contribution to fostering metacognitive strategies through metacognitive dimensions. Results demonstrated high levels of student engagement, with 3D anatomical structures emerging as the most valued feature. The usability evaluations indicated the platform's intuitive design; although some technical barriers highlighted the need for improved onboarding and tutorials. Emotional attachment to the application was significant, whereas the focus of attention and presence demonstrated areas for growth, requiring more dynamic and interactive content. The findings emphasize the potential of VR to complement traditional anatomy education by providing immersive and interactive learning experiences. However, challenges such as limited content depth, the need for collaborative features, and better alignment with curricular objectives were identified. Future work should prioritize expanding the range of 3D anatomical structures, integrating personalized feedback through advanced analytics, and reducing technological barriers to accessibility. By addressing these areas, VR technology can serve as a transformative tool in medical education, bridging the gap between theoretical knowledge and practical application while equipping students with the skills and strategies necessary for their professional development.