C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education
Anatomy education faces challenges in providing engaging, interactive, and collaborative learning experiences, particularly in understanding complex three-dimensional structures and maintaining long-term knowledge retention. Although virtual reality (VR) has shown promise in addressing spatial compr...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
IEEE
2025-01-01
|
| Series: | IEEE Access |
| Subjects: | |
| Online Access: | https://ieeexplore.ieee.org/document/10817604/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832583218550800384 |
|---|---|
| author | Mohammed Kadri Fatima-Ezzahra Boubakri Gwo-Jen Hwang Fatima Zahra Kaghat Ahmed Azough Khalid Alaoui Zidani |
| author_facet | Mohammed Kadri Fatima-Ezzahra Boubakri Gwo-Jen Hwang Fatima Zahra Kaghat Ahmed Azough Khalid Alaoui Zidani |
| author_sort | Mohammed Kadri |
| collection | DOAJ |
| description | Anatomy education faces challenges in providing engaging, interactive, and collaborative learning experiences, particularly in understanding complex three-dimensional structures and maintaining long-term knowledge retention. Although virtual reality (VR) has shown promise in addressing spatial comprehension challenges, questions remain regarding its effectiveness in supporting collaborative learning and sustained knowledge retention. This longitudinal study examined Collaborative Immersive Virtual Anatomy Laboratory (C-IVAL), an innovative VR platform designed to enhance traditional anatomy learning through integrated collaborative features, immersive technology, and serious game elements. We conducted an experimental study with 65 medical students to evaluate their knowledge acquisition and technology acceptance compared to its non-collaborative predecessor, the Immersive Virtual Anatomy Laboratory (IVAL). Our evaluation framework combined quantitative assessments (knowledge tests, comprising pre-test, immediate post-test, and delayed post-test) with Technology Acceptance Model (TAM) analysis. Knowledge assessment revealed significant cognitive improvements, with mean knowledge scores increasing from 2.48 to 3.94 in the immediate post-tests, while long-term retention of anatomy knowledge showed sustained engagement for over two months. Importantly, C-IVAL demonstrated significantly higher scores across all TAM dimensions than the non-collaborative IVAL system, particularly for perceived usefulness and intention to use. Post-session feedback analysis showed 73.8% positive responses, highlighting enhanced social presence, immersive engagement, and effective collaboration, with 26.2% of constructive feedback focusing on system refinement and feature enhancement. This study contributes to the understanding of the effectiveness of collaborative features in virtual reality education by offering insights into designing and implementing virtual learning environments that enhance both knowledge retention and user acceptance. |
| format | Article |
| id | doaj-art-3b9e77f56bd442a4ba3e920a0b781060 |
| institution | Kabale University |
| issn | 2169-3536 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | IEEE |
| record_format | Article |
| series | IEEE Access |
| spelling | doaj-art-3b9e77f56bd442a4ba3e920a0b7810602025-01-29T00:01:07ZengIEEEIEEE Access2169-35362025-01-0113160551607110.1109/ACCESS.2024.352386010817604C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical EducationMohammed Kadri0https://orcid.org/0000-0002-8954-5933Fatima-Ezzahra Boubakri1https://orcid.org/0009-0009-7305-0299Gwo-Jen Hwang2Fatima Zahra Kaghat3https://orcid.org/0009-0009-4832-6935Ahmed Azough4https://orcid.org/0009-0003-3811-7909Khalid Alaoui Zidani5Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fes, MoroccoFaculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fes, MoroccoGraduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, TaiwanResearch Center, Léonard de Vinci Pôle Universitaire, Paris, FranceResearch Center, Léonard de Vinci Pôle Universitaire, Paris, FranceFaculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fes, MoroccoAnatomy education faces challenges in providing engaging, interactive, and collaborative learning experiences, particularly in understanding complex three-dimensional structures and maintaining long-term knowledge retention. Although virtual reality (VR) has shown promise in addressing spatial comprehension challenges, questions remain regarding its effectiveness in supporting collaborative learning and sustained knowledge retention. This longitudinal study examined Collaborative Immersive Virtual Anatomy Laboratory (C-IVAL), an innovative VR platform designed to enhance traditional anatomy learning through integrated collaborative features, immersive technology, and serious game elements. We conducted an experimental study with 65 medical students to evaluate their knowledge acquisition and technology acceptance compared to its non-collaborative predecessor, the Immersive Virtual Anatomy Laboratory (IVAL). Our evaluation framework combined quantitative assessments (knowledge tests, comprising pre-test, immediate post-test, and delayed post-test) with Technology Acceptance Model (TAM) analysis. Knowledge assessment revealed significant cognitive improvements, with mean knowledge scores increasing from 2.48 to 3.94 in the immediate post-tests, while long-term retention of anatomy knowledge showed sustained engagement for over two months. Importantly, C-IVAL demonstrated significantly higher scores across all TAM dimensions than the non-collaborative IVAL system, particularly for perceived usefulness and intention to use. Post-session feedback analysis showed 73.8% positive responses, highlighting enhanced social presence, immersive engagement, and effective collaboration, with 26.2% of constructive feedback focusing on system refinement and feature enhancement. This study contributes to the understanding of the effectiveness of collaborative features in virtual reality education by offering insights into designing and implementing virtual learning environments that enhance both knowledge retention and user acceptance.https://ieeexplore.ieee.org/document/10817604/Virtual realityhuman-computer interactionuser experiencethree dimensional computer graphicstechnology acceptance modelinteractive learning environments |
| spellingShingle | Mohammed Kadri Fatima-Ezzahra Boubakri Gwo-Jen Hwang Fatima Zahra Kaghat Ahmed Azough Khalid Alaoui Zidani C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education IEEE Access Virtual reality human-computer interaction user experience three dimensional computer graphics technology acceptance model interactive learning environments |
| title | C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education |
| title_full | C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education |
| title_fullStr | C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education |
| title_full_unstemmed | C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education |
| title_short | C-IVAL: A Longitudinal Study of Knowledge Retention and Technology Acceptance in Collaborative Virtual Reality-Based Medical Education |
| title_sort | c ival a longitudinal study of knowledge retention and technology acceptance in collaborative virtual reality based medical education |
| topic | Virtual reality human-computer interaction user experience three dimensional computer graphics technology acceptance model interactive learning environments |
| url | https://ieeexplore.ieee.org/document/10817604/ |
| work_keys_str_mv | AT mohammedkadri civalalongitudinalstudyofknowledgeretentionandtechnologyacceptanceincollaborativevirtualrealitybasedmedicaleducation AT fatimaezzahraboubakri civalalongitudinalstudyofknowledgeretentionandtechnologyacceptanceincollaborativevirtualrealitybasedmedicaleducation AT gwojenhwang civalalongitudinalstudyofknowledgeretentionandtechnologyacceptanceincollaborativevirtualrealitybasedmedicaleducation AT fatimazahrakaghat civalalongitudinalstudyofknowledgeretentionandtechnologyacceptanceincollaborativevirtualrealitybasedmedicaleducation AT ahmedazough civalalongitudinalstudyofknowledgeretentionandtechnologyacceptanceincollaborativevirtualrealitybasedmedicaleducation AT khalidalaouizidani civalalongitudinalstudyofknowledgeretentionandtechnologyacceptanceincollaborativevirtualrealitybasedmedicaleducation |