Browsing by Author "Cadile Cáceres, Matías José"

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    Integrating Virtual Reality Game-Based Learning toEnhance Metacognition in Medical Anatomy Education
    (2025) Neyem, Andrés; Cadile Cáceres, Matías José; Burgos Martínez, Sebastián Andrés; Soto Alvarado, Macarena Belen; Farfan Cabello, Emilio Erasmo; Inzunza, Oscar; Tubbs, R. Shane; Ottone, Nicolás E.
    Medical anatomy education has traditionally relied on lectures, hands-on prosection, and textbooks, with recent enhancementsthrough digital materials. This study investigates the integration of virtual reality (VR) technology in anatomy education and itsimpact on student engagement, metacognitive development, and learning outcomes. Through two experimental cycles with first-year medical students, the VR application was evaluated across key usability dimensions, including engagement, engrossment,and total immersion, alongside its contribution to fostering metacognitive strategies through metacognitive dimensions. Resultsdemonstrated high levels of student engagement, with 3D anatomical structures emerging as the most valued feature. The usa-bility evaluations indicated the platform's intuitive design; although some technical barriers highlighted the need for improvedonboarding and tutorials. Emotional attachment to the application was significant, whereas the focus of attention and presencedemonstrated areas for growth, requiring more dynamic and interactive content. The findings emphasize the potential of VR tocomplement traditional anatomy education by providing immersive and interactive learning experiences. However, challengessuch as limited content depth, the need for collaborative features, and better alignment with curricular objectives were identi-fied. Future work should prioritize expanding the range of 3D anatomical structures, integrating personalized feedback throughadvanced analytics, and reducing technological barriers to accessibility. By addressing these areas, VR technology can serveas a transformative tool in medical education, bridging the gap between theoretical knowledge and practical application whileequipping students with the skills and strategies necessary for their professional development