Improving the Methodology of Teaching Human Anatomy and Physiology Using Immersive Technologies
DOI:
https://doi.org/10.37547/ijp/Volume05Issue05-47Keywords:
Immersive technologies, virtual reality, augmented realityAbstract
The worldwide shortage of cadaveric material and the rapid evolution of Extended Reality (XR) platforms have converged to renew interest in virtual, augmented and mixed-reality solutions for anatomy and physiology education. This study analyzes the pedagogical impact of immersive technologies in the pre-clinical curriculum of undergraduate biology students at Shakhrisabz State Pedagogical Institute. A quasi-experimental design compared an intervention cohort (n = 41) receiving instruction with a mixed-reality application running on HoloLens 2 to a control cohort (n = 43) taught with conventional cadaver prosections and plastinated models. Cognitive outcomes were measured with a validated 50-item multiple-choice examination; affective outcomes were captured through a five-factor engagement scale. After six weeks, the intervention group achieved a mean score of 84.6 ± 6.3 versus 74.1 ± 7.8 in the control group (p < 0.001; Cohen’s d = 0.76). Engagement ratings were significantly higher across all factors, particularly “spatial comprehension” and “self-directed inquiry”. Qualitative analysis of semi-structured interviews revealed that immersive visualisation reduced cognitive load, supported collaborative problem solving and stimulated intrinsic motivation. The findings confirm that carefully integrated XR modules can enrich anatomy and physiology teaching, provided that instructional design principles, technical infrastructure and faculty development requirements are addressed.
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Copyright (c) 2025 Muradova Mamura Abduazizovna
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