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high-quality anatomy teaching and learning (Zhao et al. 2020). HAP needed to incorporate virtual reality (VR)1 into our teaching to provide students with a more holistic and blended approach to learning anatomy. Despite VR having been described as ‘one of the most effective and necessary teaching and learning resources of 4th industrial revolution’ (4IR), the utilisation of VR as a teaching and learning tool in a South African or African context is scarce (Solomon et al. 2018; Moila et al. 2021), hence the inclusion of VR technologies is a novel way of teaching anatomy within a South African context.
It is well known that VR in anatomy teaching and learning promotes 21st- century competencies, viz. critical thinking, decision-making, problem- solving, communication and collaboration. In a recent publication, Wang (2021) concluded that virtual reality technologies can efficiently stimulate visual spatial and spatial perception abilities in students, which affects clinical decision-making and performance. It enables students to interact better with the environment and academic content, as well as promotes the ‘development of deeper learning and critical thinking’ (Wang 2021). Moreover, VR applications can enhance students’ problem-solving, technical and creative skills as well as collaboration, as VR classrooms assist with the social integration of students (Burns 2016; Moila et al. 2021).
4IR tools are increasingly being integrated into teaching and learning
within the education sector (Moila et al. 2021). The current focus across all qualifications and disciplines within UJ is the inclusion of 4IR technologies in teaching and learning. Technology is rapidly advancing and there are revolutionary ways to teach and learn anatomy, with those ‘specifically receiving a lot of interest and traction is that of augmented reality and virtual reality’ (Uruthiralingam & Rea 2020). Our innovation project aimed to reinvent and potentially transform Physiology and Anatomy Teaching and Learning (PATL) by incorporating 4IR technologies. VR has significantly contributed to education as it enables students to directly experience environments or situations that are challenging to replicate by utilizing traditional teaching modalities (viz. lecture slides or 2D videos), for example VR allows students to be transported inside of a human skull or even a
cell (González Izard et al. 2020; Hamilton et al. 2021). The Department of Human Anatomy and Physiology (HAP) sought to open the doors of VR to our Health Science students to ensure that teaching and learning practices accommodated a blended approach in synergy with the traditional face- to-face engagements. This merger of two worlds, viz. cadaveric dissection/ prosection and online teaching and learning through VR was planned using the Oculus Quest 2 and incorporating related Anatomy Applications, such as 3D Organon.2 The students could now virtually explore, examine and evaluate the structures found within the human body.
3D Organon is the most technologically advanced 3D VR device application for anatomy and physiology education. This platform includes gamification of learning, which is educationally advantageous as students find that learning through guided experiences is more stimulating and engaging.
1 Set of images and sounds produced by the computer, which creates a place or a situation that a person can be immersed in.
2 Oculus Quest 2: All in one VR headset and controllers (www.oculus.com/compare/ – accessed on 26 April 2022)
Technology is
rapidly advancing and there are revolutionary ways
to teach and learn anatomy, with those ‘specifically receiving a lot of interest and traction is that of augmented reality and virtual reality’ (Uruthiralingam & Rea 2020).
Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
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