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This article presents the development and evaluation of an educational software for abdominal biology learning using virtual reality (VR) and mixed reality (MR), implemented in Unity 3D and compatible with Oculus Rift and Hololens 2. The system offers interactive 3D models of abdominal organs with detailed textual and auditory information about their anatomy and physiology. A comparative study with medical students divided into two groups, one using the software on a PC and the other using the traditional method, revealed that both groups obtained similar results on a knowledge test. However, the group that used the software required only two hours of study, while the traditional group needed six hours. Additionally, a qualitative test was conducted with six students using the VR and MR devices, demonstrating a high level of satisfaction and the usefulness of the system. The results suggest the potential of these technologies to improve efficiency and engagement in medical education, especially in anatomy. The preference for the immersive VR experience is highlighted. Future research will explore scaling the system for use with larger student populations and additional anatomical structures.

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Use of Virtual Reality and Mixed Reality for Learning Abdominal Biology

  • 会议论文

  • 发表日期：

    2026年

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  • K. Correa,
  • L. Navia,
  • J. Vélez,
  • A. Vivas,
  • J. Vásquez

摘要

This article presents the development and evaluation of an educational software for abdominal biology learning using virtual reality (VR) and mixed reality (MR), implemented in Unity 3D and compatible with Oculus Rift and Hololens 2. The system offers interactive 3D models of abdominal organs with detailed textual and auditory information about their anatomy and physiology. A comparative study with medical students divided into two groups, one using the software on a PC and the other using the traditional method, revealed that both groups obtained similar results on a knowledge test. However, the group that used the software required only two hours of study, while the traditional group needed six hours. Additionally, a qualitative test was conducted with six students using the VR and MR devices, demonstrating a high level of satisfaction and the usefulness of the system. The results suggest the potential of these technologies to improve efficiency and engagement in medical education, especially in anatomy. The preference for the immersive VR experience is highlighted. Future research will explore scaling the system for use with larger student populations and additional anatomical structures.