Comparison of the Effect of Motivation in Medical Students with the Use of Virtual Reality and Non-Immersive Digital Resources

Abstract

The following article investigates the effect of advanced educational tools—virtual reality (Oculus) and the Sectra virtual anatomy table—on medical students’ motivation in learning anatomy. Conducted at the Universidad Autónoma de Guadalajara, the research involved 90 first-semester medical students divided into two groups, each utilizing one of the technologies during anatomy sessions. Motivation was assessed using the Reduced Instructional Materials Motivation Survey (RIMMS). Focus on aspects such as attention, accuracy, confidence, and satisfaction. Of the four variables analyzed in the RIMMS questionnaire (attention, relevance, confidence, and satisfaction), it was noted that the highest p-value of the independent variables is 0.0000, which corresponded to TOTAL SATISFACTION. The findings suggest that immersive technologies like virtual reality can substantially enhance student motivation and learning experiences in medical education.