Immersive virtual reality as a teaching tool for neuroanatomy
By K. Stepan, Joshua Zeiger, Stephanie Hanchuk, Anthony G. Del Signore, R. Shrivastava, S. Govindaraj, A. Iloreta. International Forum of Allergy and Rhinology, 2017
339 citations recorded by the source corpus.
Subfields: Biomedical Engineering, Surgery, Human-Computer Interaction
View Paper: https://www.semanticscholar.org/paper/a92a00acefc1dbdd23bab9f91204101e68cfbe49
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In Surgery
In Human-Computer Interaction
Citations in the corpus
- Augmented, Mixed, and Virtual Reality-Based Head-Mounted Devices for Medical Education: Systematic Review (2021, methodology): “Out of the 27 studies, 7 (26%) studies evaluated the outcome of knowledge with regard to XR interventions [34,39,43,50-52,54].”
- A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “Similarly, Stepan et al. (2017) found that medical students do not learn more about neuroanatomy when watching a 3D video and interacting with a 3D model of the human brain in an immersive VE presented via HMD as compared to reading online text books for the same duration of time.”
- A review of immersive virtual reality serious games to enhance learning and training (2019, neutral): “…40, 45, 46, 49, 51, 60, 63 – 68, 76, 80, 81, 83, 86 – 89, 94, 97, 101, 102, 104 – 106, 110 – 113, 117, 118, 121 – 123, 127 – 129, 132 – 134, 138, 142, 144, 149, 150, 153, 156, 160, 164] and 67 [2, 10, 14, 16, 17, 19, 21 – 23, 25, 27, 31, 38, 39, 41 – 43, 47, 50, 52 – 59, 61, 70 – 74, 77, 78,…”