Résumés
Abstract
The use of virtual reality (VR) in education is rapidly increasing, and research supports its potential to enhance student understanding, motivation, and satisfaction. This study examined the perceived value, helpfulness, and limitations of VR in a first-year postsecondary anatomy course. The course included weekly labs with anatomical models and integrated VR sessions using head-mounted devices and the anatomy software application 3D Organon. Eleven students completed an anonymous survey and participated in a focus group. Participants rated both VR and traditional lab materials as somewhat or very helpful, reporting improvements in understanding (n = 9), enjoyment (n = 8), and motivation (n = 6). Focus group feedback highlighted VR’s ease of use and its ability to provide interactive three-dimensional views beyond what physical models or flashcards offer. Disinfection procedures and ease of use were identified as potential challenges; side effects were minimal and may have been mitigated by following usage guidelines. The course professor noted that VR fostered a barrier-free environment and increased student confidence and collaboration. These findings support VR as a valuable complementary tool in education.
Keywords:
- anatomy education,
- experiential learning,
- student engagement,
- student satisfaction,
- virtual reality
Résumé
L’utilisation de la réalité virtuelle (RV) dans l’enseignement augmente rapidement, et les recherches confirment son potentiel pour améliorer la compréhension, la motivation et la satisfaction des personnes étudiantes. Cette étude a examiné la valeur perçue, l’utilité et les limites de la RV dans un cours d’anatomie de première année au niveau postsecondaire. Le cours comprenait des laboratoires hebdomadaires avec des modèles anatomiques et des séances de RV utilisant des casques et le logiciel 3D Organon. Onze personnes étudiantes ont rempli un sondage anonyme et participé à un groupe de discussion. Les participants ont évalué la RV et les matériels traditionnels comme étant assez ou très utiles, signalant des améliorations en termes de compréhension (n = 9), de plaisir (n = 8) et de motivation (n = 6). La rétroaction du groupe de discussion a mis en évidence la facilité d’utilisation de la RV et sa capacité à offrir des vues tridimensionnelles interactives, au-delà de ce que les modèles physiques ou les fiches peuvent fournir. Les procédures de désinfection et la facilité d’utilisation ont été identifiées comme des défis potentiels; les effets indésirables étaient minimes et ont pu être atténués par le respect des directives d’utilisation. La personne enseignante a noté que la RV favorisait un environnement sans barrières et augmentait la confiance et la collaboration des personnes étudiantes. Ces résultats soutiennent la RV comme outil complémentaire bénéfique en enseignement.
Mots-clés :
- enseignement de l’anatomie,
- apprentissage expérientiel,
- engagement étudiant,
- satisfaction étudiante,
- réalité virtuelle
Parties annexes
Bibliography
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