From traditional to immersive: The impact of 3D technologies on medical student learning

• Autorzy: Walecki Piotr , Dąbrowa Julianna , Więcławek Paulina , Gogól Klaudia , Proniewska Klaudia

Identyfikatory

DOI

10.5604/01.3001.0054.9632

• Języki publikacji: EN

Abstrakty

EN

Introduction: Three-dimensional (3D) technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), are transforming medical education by providing immersive learning experiences that may enhance spatial understanding, knowledge retention and practical skills. Despite promising benefits, these technologies also present unique challenges, including potential physical and mental health impacts, which remain underexplored. Objective: This study aimed to evaluate and compare VR, AR, MR and traditional teaching methods in medical education. The objectives were to assess each method’s effectiveness in enhancing student engagement and comprehension, identify associated health challenges and determine the potential of 3D technologies as complements or alternatives to traditional educational methods. Methods: Eighty-four medical students participated in a structured 20-hour course, interacting sequentially with VR, AR, MR and traditional teaching modalities. Students’ experiences were documented through post-course evaluations, which assessed aspects such as immersion, engagement and health-related impacts. Results: The study revealed that VR, AR and MR offered significant advantages over traditional methods in areas such as spatial understanding (VR, 64.29%; AR/MR; 67.86%) and visualization of 3D anatomical structures (VR, 57.14%; AR/MR, 69.05%). However, VR was associated with a high prevalence of health issues, including cybersickness (71.43%) and spatial disorientation (75.00%), highlighting the physical and psychological challenges of full immersion. AR/MR presented fewer adverse effects, though eye strain (63.10%) and sensory overload (50.00%) remained concerns. Traditional methods were generally safer but less effective in promoting interactive engagement and spatial comprehension. Conclusions: 3D technologies provide valuable enhancements to medical education but require careful integration alongside traditional methods to mitigate health-related challenges. VR, AR and MR are best suited as complementary tools rather than direct replacements, supporting a hybrid educational model that maximizes learning outcomes while managing the physical and psychological impacts associated with immersive technologies. Further research on standardized implementation practices is needed to optimize these tools for broader educational use.

Słowa kluczowe

EN

3D technology; mixed reality; augmented reality; virtual reality; medical education; traditional education; hybrid education

• Wydawca: Uniwersytet Jagielloński - Collegium Medicum ; Index Copernicus Sp. z o.o.
• Czasopismo: Bio-Algorithms and Med-Systems
• Rocznik: 2024
• Tom: Vol. 20, no. 1
• Strony: 90--100
• Opis fizyczny: Bibliogr. 45 poz., tab.

Twórcy

autor

Walecki Piotr

• Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Kraków, Poland

• https://orcid.org/0000-0002-5544-2514

autor

Dąbrowa Julianna

• SSG Digital Medicine and Robotics, Jagiellonian University Medical College, Kraków, Poland

• https://orcid.org/0009-0006-3784-5682

autor

Więcławek Paulina

• SSG Digital Medicine and Robotics, Jagiellonian University Medical College, Kraków, Poland

• https://orcid.org/0009-0009-3389-0920

autor

Gogól Klaudia

• Medical Center in Gdów, Poland

• https://orcid.org/0009-0007-1051-8427

autor

Proniewska Klaudia

• Center for Digital Medicine and Robotics, Jagiellonian University Medical College, Kraków, Poland

• https://orcid.org/0000-0002-8160-007X

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