The UW Virtual Brain Project: An immersive approach to teaching functional neuroanatomy.

Abstract

Learning functional neuroanatomy requires forming mental representations of 3D structure, but forming such representations from 2D textbook diagrams can be challenging. We address this challenge in the UW Virtual Brain Project by developing 3D narrated diagrams, which are interactive, guided tours through 3D models of perceptual systems. Lessons can be experienced in virtual realty (VR) or on a personal computer monitor (PC). We predicted participants would learn from lessons presented on both VR and PC devices (comparing pre-test/post-test scores), but that VR would be more effective for achieving both content-based learning outcomes (i.e test performance) and experience-based learning outcomes (i.e., reported enjoyment and ease of use). All participants received lessons about the visual system and auditory system, one in VR and one on a PC (order counterbalanced). We assessed content learning using a drawing/labeling task on paper (2D drawing) in Experiment 1 and a Looking Glass autostereoscopic display (3D drawing) in Experiment 2. In both experiments, we found that the UW Virtual Brain Project lessons were effective for teaching functional neuroanatomy, with no difference between devices. However, participants reported VR was more enjoyable and easier to use. We also evaluated the VR lessons in our Classroom Implementation during an undergraduate course on perception. Students reported that the VR lessons helped them make progress on course learning outcomes, especially for learning system pathways. They suggested lessons could be improved by adding more examples and providing more time to explore in VR.Public Significance Statement. We designed and evaluated interactive 3D narrated diagrams to teach functional neuroanatomy. These lessons can be experienced on desktop PCs and in virtual reality (VR), and are helpful for teaching undergraduates about structure and function of perceptual systems in the human brain.

Computer Teaching System Based on Internet of Things and Machine Learning

“…As shown in Table 2, for 200 students, the maximum score of the traditional system is 300 points, and for 1000 students, the maximum score of the traditional system is 265 points; when the number of students is 600, the maximum number of distance learning based on vocational skills is 485, and the maximum number of distance courses based on vocational skills is 450 points, which are distributed to 200 students [19]. In conclusion, AI-based distance learning network system is used to promote students' interest in learning.…”

Teaching the Virtual Brain

“…The benefits of the educational application of VR systems have been extensively studied before: Schloss et al [12] included audio to narrate information as part of guided VR neuroanatomy tours, and Stepan et al [13] used computed tomography and highlighted the ventricular system and cerebral vasculature to create a focused interactive model. Several different technologies have also been used to produce educational VR experiences, including the origin of the presented anatomical data (magnetic resonance [14], dissection [15]), the hardware which runs the applications (HTC Vive [16], Dextrobeam [17]), or the software which presents the simulation (virtual presentations [18], fully interactive applications [19]).…”

Virtual robotics in education: The experience of eighth grade students in STEM

“…These games proved successful in consolidating learning and eliciting effective reactions in real life. Another experimental study conducted by Schloss et al (2021) that compared learning in two functional anatomy groups concluded that virtual reality environments are important supportive environments for school education in the future. In conjunction with the aforementioned studies, the practicality and usefulness of virtual robotics in many educational settings was indicated for achieving educational outcomes for K-12 students.…”