VR vs Classical Anatomy Teaching

This prospective, two-arm parallel randomized controlled educational study evaluates whether PlayStation VR2-based immersive virtual reality improves wrist anatomy knowledge acquisition and retention compared to classical anatomy teaching in first-year medical students.

Background: Carpal anatomy presents significant spatial complexity, making it one of the most challenging regions for early medical students. Three-dimensional visualization tools have shown promise in anatomy education; however, no study has evaluated consumer-grade immersive VR (PlayStation VR2) as a standalone teaching intervention in this domain.

Study Design: Participants are randomized 1:1 via computer-generated allocation to either the VR Group or the Classical Group. Randomization is performed centrally prior to the educational session.

Interventions:

VR Group: 30-35 minute wrist anatomy module delivered via PlayStation 5 console and PlayStation VR2 headset, allowing interactive 3D exploration of carpal bones and surrounding structures.

Classical Group: 30-35 minute standardized faculty-led anatomy session using lecture slides, anatomical atlas, and 3D bone models.

Assessments:

Pre-test (10 MCQ, 0-10): Administered before intervention to assess baseline knowledge; used as covariate in ANCOVA.

Post-test (30 points: 20 MCQ + 10-point visual labeling): Administered immediately after intervention.

Retention test (same format as post-test): Administered 2-4 weeks after intervention.

Learning satisfaction questionnaire (15-item Likert scale, researcher-developed): Administered post-session.

Cognitive load scale (3 items, 0-10 NRS): Administered post-session. VR Side Effect Screening (VR group only): Dizziness, nausea, eye strain, discomfort - 4-level ordinal scale.

Statistical Analysis: Primary analysis will use ANCOVA with post-test score as the dependent variable, group as the fixed factor, and pre-test score as the covariate. Independent samples t-test or Mann-Whitney U will be used for secondary continuous outcomes. Statistical significance is set at α=0.05 (two-tailed). All analyses will follow intention-to-treat principles.

• VR-based virtual reality anatomy module (Other): Immersive interactive wrist anatomy education delivered on PlayStation 5 with PlayStation VR2 headset; 30-35 minutes.
• Standard classroom anatomy lecture (Other): Faculty-led didactic anatomy lecture on wrist anatomy using printed atlas and 3D anatomical model; 30-35 minutes.

Primary outcomes

• Post-test knowledge score [Immediately after intervention (same day)]: Knowledge assessment combining multiple-choice questions (MCQ) and a visual labeling task scored on a 0-30 scale; higher scores indicate better knowledge acquisition.

Secondary outcomes

• Retention test score [2-4 weeks after intervention]: Delayed knowledge retention assessment using MCQ plus visual labeling, identical format to post-test; 0-30 scale.
• Learning satisfaction score [Immediately after intervention]: Participant-reported learning satisfaction using a 15-item Likert-type questionnaire; total score 15-75 where higher scores indicate greater satisfaction
• Cognitive load score [Immediately after intervention]: Self-reported subjective cognitive load on a 0-10 scale (0 = no load, 10 = maximum load).
• VR-related side effects [Immediately after intervention]: Ordinal assessment of dizziness, nausea, and eye strain, each rated 0 (none) to 3 (severe).

Sex: All, ages: 18 Years to any, accepts healthy volunteers

Inclusion Criteria:

* First-year medical student at Kyrenia University
* Age ≥ 18 years
* Voluntary participation
* Signed written informed consent

Exclusion Criteria:

* First-year medical student at Kyrenia University
* Age ≥ 18 years
* Voluntary participation
* Signed written informed consent