Virtual Reality as a Teaching Aid for Anatomy Dr. Laura Mason and Dr. Marc Holmes

Background - College of Engineering Motivation

• The College of Engineering at Swansea University is aiming to lead in the

implementation of innovative learning and teaching methodology.

• One of the technologies identified with potential to enhance the learning

and teaching provision is Virtual Reality (VR).

• VR products have seen significant development in recent years with the introduction of products such as the HTC Vive which provides a wealth of new learning possibilities

Background – Why VR?

• Recent research has shown that game based VR environments have a higher impact on learning than virtual worlds or VR simulation alone [1].

• Integrating gamification with state-of-the-art VR systems for 3-D model

identification, walk-throughs and other VR related teaching interventions form part of a fascinating and new pedagogical research area that has great potential as a method to provide effective feedback and increased learning gain.

• With increasing student numbers and pressure on finite resources, VR and

gamification offers the opportunity of additional flexible learning experiences beyond the lecture theatre.

Background – Why Anatomy?

• Requires understanding of 3D objects

• Internal research shows that stereo imagery benefits teaching[2]

• External research based on older CAVE system show that its

benefits from VR[3]

• Its is a subject which Sport Science / Medical Students have

difficulty with.

Aim of the project

Overall Aim:

• To investigate whether a virtual reality platform enhances students understanding of anatomy.

Objectives of the study:

• Design a VR platform for assembling a human skeleton

• Investigate quantitatively the learning gain associated with exposure to the VR platform

• Gain an understanding of how the VR platform is regarded by the students

• Investigate whether performance in the VR platform correlates with overall module attainment.

Unity3D + SteamVR Plugin + VRTK • GUI with scripts • Easily created a 3D environment • Online Developer Course for Unity • Unity3D https://unity3d.com/ • SteamVR Unity Plugin https://www.assetstore.unity3d.com/en/#!/content/32647 • VRTK (Virtual Reality Tool Kit) https://github.com/thestonefox/VRTK

Anatomy: Source Material "Integrated Database Project" funded by the Ministry of Education, Culture, Sports, Science and Technology of Japan Which has complete set of open source MRI based models of the human anatomy. Chosen database.

VRTK Base • We used VRTKs: Snap Zones and

Radial UI. • Initially we went for character physics

based snapping but resulted in skeleton snakes. Used parenting to snap zone.

• We also had to add our own collider as using the visual mesh for collider did not give expect results. VRTK requires a collider for join.

• Main design step is to improve make a suitable work follow which is the next step in the project.

• Currently mesh separated, scaled and anchored.

• VRTK scripts, prefabs, object, layers, collider, unity events.

• Then set up game controller scripts. • Then set up the name tag • Undesirable behaviours in VRTK

need to be addressed

Methods

Module SR113 – N=43

N=9 volunteered to take part

Crossover repeated measures design.

MCQ pre-mid-post (quantitative)

Survey (qualitative)

Module exam performance (skeletal system and as a whole)

Short-term exposure to VR

Average time in VR: 21.2 ± 10.9 mins

As a group (N=9) test scores improved from 121 pre-test to 143 post VR (P= 0.056) 0%of students has experienced VR apps prior to this

Longer-term data testers

Qualitative • 100% thought VR apps have place in

university education.

• 83% said the main benefit of using VR was that it ‘gave a clearer visual perception of the bones.’

• 16% said the main benefit was ‘highlighting areas unsure of.’

• 71% thought using the VR app helped their attainments on the module as a whole.

Significantly higher exam performance in those who took part in the VR project (P≤0.020)

Free text comments from students

Benefits • ‘It gave a clearer image of how the

bones fit together.’

• ‘Great experience’

• ‘Really helped me to learn the skeleton’.

What should we do differently? • ‘Would like to see more bones.’

• ‘The regular use of this.’

• ‘Add muscles, urinary/digestive systems.’

• I would like to use this often in various modules if possible.’

Anything else? • ‘I am happy our course had this

opportunity. Would be glad to participate in something like that again ’

• ‘I think it would be interesting to look deeper in systems, for example I’m expecting cardiovascular and respiratory systems being pretty hard. If we would have VR exercise to make content clearer, would be perfect’.

• A great interactive way to learn about the anatomy’

Conclusions

• Students had measurable learning gain

during the VR experience.

• Students who participated in the VR project

performed significantly better on the end of

module exam.

• Students liked it and want to see more.

References testers

[1] Goetz, T. G. et al (2014), Effectiveness of virtual reality-based instruction of students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers and Education 70 pp29-40

[2] Dr Sam Webster, Anatomy in 3D. SALT Case Study at Swansea University (accessed on the 16th November 2016)

http://swansealearninglab.pbworks.com/w/page/82063805/SALT%20Case%20Study%3A%20%20Anatomy%20in%203D

[3] Nicholson, D. T., Chalk, C., Funnell, W. R. J. and Daniel, S. J. (2006), Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model. Medical Education, 40: 1081–1087. doi:10.1111/j.1365-2929.2006.02611.x

Thank you. Any Questions? Current version of anatomy app https://github.com/SwanseaIMO/Assembly