Department of Anatomy, School of Medical Sciences, Faculty of Medicine, UNSW Sydney, Sydney, NSW, Australia.
Adv Exp Med Biol. 2021;1317:75-110. doi: 10.1007/978-3-030-61125-5_5.
Virtual learning resources (VLRs) developed using immersive technologies like virtual reality are becoming popular in medical education, particularly in anatomy. However, if VLRs are going to be more widely adopted, it is important that they are designed appropriately. The overarching aim of this study was to propose guidelines for the instructional design of VLRs for anatomy education. More specifically, the study grounded these guidelines within cognitive learning theories through an investigation of the cognitive load imposed by VLRs. This included a comparison of stereoscopic and desktop VLR deliveries and an evaluation of the impact of prior knowledge and university experience. Participants were voluntarily recruited to experience stereoscopic and desktop deliveries of a skull anatomy VLR (UNSW Sydney Ethics #HC16592). A MyndBand electroencephalography (EEG) headset was used to collect brainwave data and theta power was used as an objective cognitive load measure. The National Aeronautics and Space Administration task load index (NASA-TLX) was used to collect perceptions as a subjective measure. Both objective and subjective cognitive load measures were higher overall for the stereoscopic delivery and for participants with prior knowledge, and significantly higher for junior students (P = 0.038). Based on this study's results, those of several of our previous studies and the literature, various factors are important to consider in VLR design. These include delivery modality, their application to collaborative learning, physical fidelity, prior knowledge and prior university experience. Overall, the guidelines proposed based on these factors suggest that VLR design should be learner-centred and aim to reduce extraneous cognitive load.
虚拟现实等沉浸式技术开发的虚拟学习资源（VLR）在医学教育中越来越受欢迎，尤其是在解剖学中。然而，如果要更广泛地采用 VLR，就必须对其进行适当的设计。本研究的总体目标是为解剖学教育的 VLR 教学设计提出指导方针。更具体地说，通过研究 VLR 施加的认知负荷，本研究将这些指导方针建立在认知学习理论的基础上。这包括对立体和桌面 VLR 交付的比较，以及对先验知识和大学经验的影响的评估。参与者自愿参加体验立体和桌面交付的颅骨解剖 VLR（新南威尔士大学悉尼伦理# HC16592）。MyndBand 脑电图（EEG）耳机用于收集脑电波数据，theta 功率被用作客观认知负荷指标。美国国家航空航天局任务负荷指数（NASA-TLX）用于收集作为主观测量的感知。立体交付和具有先验知识的参与者的整体客观和主观认知负荷指标均较高，而低年级学生的指标则显著较高（P=0.038）。基于这项研究的结果，以及我们之前的几项研究和文献的结果，在 VLR 设计中需要考虑许多因素。这些因素包括交付方式、它们在协作学习中的应用、物理保真度、先验知识和先验大学经验。总的来说，基于这些因素提出的指导方针表明，VLR 设计应该以学习者为中心，并旨在减少额外的认知负荷。
