Zane Stromberga

TL;DR: Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement that show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education.

TL;DR: It was established that the more cost effective mobile-based virtual reality was just as suitable for teaching isolated-systems than the more expensive desktop-based VR.

TL;DR: Outcomes are presented from post-intervention student interviews and discipline academic observation, which highlight improvements in learner motivation and skills, but also demonstrated pedagogical challenges to overcome with mobile mixed reality learning.

TL;DR: In this paper, the authors evaluated the effectiveness of learning when an identical lesson was delivered through augmented reality using either the Microsoft HoloLens or a mobile hand-held tablet device, and found that both modes were effective for learning, providing evidence to support educators and developers wishing to adopt an augmented reality method of delivery in health sciences and medicine.

TL;DR: In this article, a systematic review and meta-analysis is performed to evaluate the impact of virtual reality or augmented reality on knowledge acquisition for students studying preclinical physiology and anatomy, and the overall evidence suggests that although test performance is not significantly enhanced with either mode, both virtual and augmented reality are viable alternatives to traditional methods of education.