Augmented, mixed and virtual reality applications and content have surged into the higher education arena, thereby allowing institutions to engage in research and development projects to better understand their efficacy within curricula. However, despite the increasing interest, there remains a lack of robust empirical evidence to justify the mainstream acceptance of this approach as an effective and efficient learning tool. In this study, the impact of a mixed reality application focused on long spinal cord sensory and motor pathways is explored in comparison to an existing resource already embedded within an active curriculum (e.g., anatomy drawing screencasts). To assess the changes in learner gain, a quasi-randomized control trial with a pre-and post-test methodology was used on a cohort of Year 2 medical students, with both the absolute and normalized gain calculated. Similar patterns of learner gain were observed between the two groups; only the multiple-choice questionnaires (MCQs) were shown to be answered significantly higher with the screencast group.This study adds important empirical data to the emerging field of immersive technologies and the specific impact on short-term knowledge gain for neuroanatomy teaching, specifically that of long sensory and motor pathways. Despite the limitations of the study, it provides important additional data to the field and intends to support colleagues across the education landscape in making evidenceinformed decisions about the value of including such resources into their curricula.

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The use of Virtual Reality in healthcare education is still uncommon. Measuring the feasibility of such resources into formal training is critical for quality, satisfaction, and ultimately improved efficacy over other methods. The Cocreation of Virtual Reality reusable e-Resources for European Healthcare Education (CoViRR) team used a proven development framework to co-create and analyze the feasibility and acceptance of 3 Virtual Reality Reusable e-Resources (VRReRs). The co-created VRReRs have been evaluated on usability, user acceptance and pedagogical acceptability using several formal and ad-hoc instruments. The results demonstrated that co-created VRReRs were on-par with other IT products in terms of usability. Also, users appeared ready to accept reusable VR e-resources as useful skills training instruments.Qualitative evaluation revealed that the user base is ready to accept VRReRs but require high technical fidelity and human-centric interaction schemes, supporting seamless integration of user activities in the virtual world, without technical obstacles. Ultimately, CoViRR analysis on feasibility and acceptance of virtual reality reusable e-resources will act as an example by other higher education institutions and tutors in techniques and topics for effective resource creation.

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