Integrating Virtual Reality Game-Based Learning toEnhance Metacognition in Medical Anatomy Education

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dc.catalogadorgrr
dc.contributor.authorNeyem, Andrés
dc.contributor.authorCadile Cáceres, Matías José
dc.contributor.authorBurgos Martínez, Sebastián Andrés
dc.contributor.authorSoto Alvarado, Macarena Belen
dc.contributor.authorFarfan Cabello, Emilio Erasmo
dc.contributor.authorInzunza, Oscar
dc.contributor.authorTubbs, R. Shane
dc.contributor.authorOttone, Nicolás E.
dc.date.accessioned2025-10-30T18:46:30Z
dc.date.available2025-10-30T18:46:30Z
dc.date.issued2025
dc.description.abstractMedical 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
dc.description.funderFondecyt 1220500
dc.format.extent27 páginas
dc.fuente.origenSIPA
dc.identifier.doi10.1002/ca.70019
dc.identifier.eissn1098-2353
dc.identifier.issn0897-3806
dc.identifier.urihttps://doi.org/10.1002/ca.70019
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/106439
dc.information.autorucEscuela de Ingeniería; Neyem, Andrés; 0000-0002-5734-722X; 1007638
dc.information.autorucEscuela de Ingeniería; Cadile Cáceres, Matías José; 0009-0009-8781-9740; 1046385
dc.information.autorucEscuela de Ingeniería; Burgos Martínez, Sebastián Andrés; 0009-0000-4883-6374; 1046201
dc.information.autorucFacultad de Educación; Soto Alvarado, Macarena Belen; 0000-0001-8641-4017; 1092387
dc.information.autorucEscuela de Medicina; Farfan Cabello, Emilio Erasmo; 0000-0002-8819-2945; 1011559
dc.information.autorucEscuela de Medicina; Inzunza, Oscar; 0009-0004-4614-6811; 99951
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final27
dc.pagina.inicio1
dc.revistaClinical Anatomy
dc.rightsacceso restringido
dc.rightsacceso restringido
dc.subjectAnatomy
dc.subjectComputer simulation
dc.subjectComputer-assisted instruction
dc.subjectEducation medical
dc.subjectMetacognition
dc.subjectStudents medical
dc.subjectVirtual reality
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleIntegrating Virtual Reality Game-Based Learning toEnhance Metacognition in Medical Anatomy Education
dc.typeartículo
sipa.codpersvinculados1007638
sipa.codpersvinculados1046385
sipa.codpersvinculados1046201
sipa.codpersvinculados1092387
sipa.codpersvinculados1011559
sipa.codpersvinculados99951
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