HealthyNCT07886970
Effects of Immersive VR, Non-Immersive VR, and 3D-Printed Models on Anatomy Learning and Cognitive Load
A study testing Immersive Virtual Reality Experience, Non-Immersive Virtual Reality Experience and 3D printed model Experience in people with Healthy and Health Knowledge, Attitudes, Practice, run by Abant Izzet Baysal University at 1 site in Turkey (Türkiye).
Trial summary
Interactions with virtual content can enhance the creation and retention of knowledge. While some studies have found that learning methods involving the body-such as tactile manipulation-can lead to deeper understanding and higher achievement scores, other studies suggest that highly embodied tasks may limit the… Read more about this study
- Who is it for?
- Ages 18 to 40 yearsHealthy volunteers can take part
- Conditions the study is for
- Healthy, Health Knowledge, Attitudes, Practice
- What is being tested?
- Immersive Virtual Reality Experience, Non-Immersive Virtual Reality Experience and 3D printed model Experience
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 90 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Oct 2026to 1 Mar 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 40 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Willing to participate
- Titmus stereopsis score >40 arc/s
Who cannot join
- Previous experience of bone models either in real world or virtual reality
- History of upper extremity trauma in past 6 months
- Total or partial eye sight lost
- History of photosensitive epilepsy or visually triggered seizures
- Active vestibular disorders or a history of severe VR-induced motion sickness that could interfere with participation
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site
Faculty of Health Sciences Bolu Abant Izzet Baysal University
Bolu, Merkez, 14100
About this study
Official title: The Effect of Immersive Virtual Reality, Non-Immersive Virtual Reality, and 3D-Printed Models on Learning Performance and Cognitive Load in Anatomy Education
Interactions with virtual content can enhance the creation and retention of knowledge. While some studies have found that learning methods involving the body-such as tactile manipulation-can lead to deeper understanding and higher achievement scores, other studies suggest that highly embodied tasks may limit the effectiveness of education by placing excessive cognitive or physical demands on learners. This study aims to compare the effects of different forms of visual representation and interaction (2D, digital 3D, physical 3D) on learning performance, presence, embodiment, and cognitive load among college students.
- Conditions
- Healthy, Health Knowledge, Attitudes, Practice
- Being tested
- Immersive Virtual Reality Experience, Non-Immersive Virtual Reality Experience, 3D printed model Experience
- Keywords
- Virtual reality
- Medical subject headings
- Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Immersive Virtual Reality ExperienceOther
All participants in the three groups will receive a 60-minute theoretical lecture on the anatomy of the carpal bones, L2 vertebra, and sacrum, supported by slides containing two-dimensional anatomical illustrations.Following the theoretical lecture, parti
Non-Immersive Virtual Reality ExperienceOther
All participants in the three groups will receive a 60-minute theoretical lecture on the anatomy of the carpal bones, L2 vertebra, and sacrum, supported by slides containing two-dimensional anatomical illustrations. Following the theoretical lecture, participants in the non-immersive virtual reality group will use the same anatomy education application as the immersive VR group, with the virtual environment displayed on a wall using a short-throw projector. Participants will examine the anatomical structures of the carpal bones, L2 vertebra, and sacrum through direct manipulation of the projected 3D models.
3D printed model ExperienceOther
All participants in the three groups will receive a 60-minute theoretical lecture on the anatomy of the carpal bones, L2 vertebra, and sacrum, supported by slides containing two-dimensional anatomical illustrations. Following the lecture, participants in the 3D-printed anatomical model group will examine the prominent anatomical structures of these bones for 30 minutes through direct manipulation of three-dimensional physical models.
| Study group | Role | What they receive |
|---|---|---|
| Immersive Virtual Reality | Experimental | Following the theoretical lecture, participants in this group will receive anatomy training in an immersive virtual reality environment using a head-mounted display. They will actively manipulate, rotate, and examine the 3D models of the carpal bones, L2 vertebra, and sacrum to explore their anatomical structures. Receives: Other: Immersive Virtual Reality Experience |
| Non-Immersive Virtual Reality | Experimental | Following the theoretical lecture, participants in this group will receive anatomy training in a non-immersive virtual reality environment using the same anatomy software as the immersive VR group, with the virtual environment displayed on a wall through a projector instead of a head-mounted display. They will directly manipulate, rotate, and examine the same 3D models of the carpal bones, L2 vertebra, and sacrum to explore their anatomical structures. Receives: Other: Non-Immersive Virtual Reality Experience |
| 3D printed model | Active comparator | Following the theoretical lecture, participants in this group will receive anatomy training using 3D-printed anatomical models produced from the same 3D files used in the virtual reality groups. They will directly handle, manipulate, rotate, and examine the physical models of the carpal bones, L2 vertebra, and sacrum to explore their anatomical structures through hands-on interaction. Receives: Other: 3D printed model Experience |
What is being measured
The primary outcome is the main question the study is designed to answer.
Exam Scores
To assess students' baseline knowledge of anatomical terminology and general anatomy, a general knowledge test will be administered before the pre-test, and participants will be allocated to groups based on their test scores. Learning performance will be assessed using a 20-item multiple-choice test and a five-station Objective Structured Practical Examination (OSPE), administered before and after the intervention. The assessments will cover bony landmarks, anatomical relationships, important anatomical structures, attachment sites, and functions.
Measured: Baseline, day 1, and 8 weeks later
Secondary outcomes (6)
Cyber-Sickness Questionnaire in Virtual Reality
Participants will be asked to assess post-session side effects using the Cyber-Sickness Questionnaire in Virtual Reality (CSQ-VR). The CSQ-VR is a 7-point Likert scale consisting of six questions that assess three types of cyber-sickness symptoms: Nausea, Vestibular, and Oculomotor. There are two questions for each symptom category. Participants rate the presence and intensity of each symptom on a scale ranging from "1 - none" to "7 - severe." The CSQ-VR provides a total score, which is the sum of the three subscores, with a maximum score of 42 (14 for each subscore).
Measured: Baseline, within 30 minutes after intervention
Cognitive Load Assessment
The Different Types of Cognitive Load Scale will be used to assess cognitive load. The scale consists of 10 items, each rated from 0 to 10. Lower scores indicate lower cognitive load, whereas higher scores indicate higher cognitive load. Each item is rated from 1 to 10, yielding a total score ranging from 10 to 100, with higher scores indicating greater reported cognitive load.
Measured: within 30 minutes after intervention, 8 weeks later
Instructional Materials Motivation Survey
The Instructional Materials Motivation Survey (IMMS) will be used to assess changes in students' motivation to learn associated with the instructional methods employed. The original questionnaire consists of 36 items and evaluates motivation across four subscales: attention, relevance, confidence, and satisfaction. Each item is rated on a five-point Likert scale, with total scores ranging from 36 to 180 for the original version and from 24 to 120 for the 24-item Turkish adaptation; higher scores indicate greater motivation.
Measured: within 30 minutes after intervention
Test Anxiety Inventory
The Test Anxiety Inventory (TAI) will be used to assess students' cognitive and emotional responses to examination-related anxiety. The inventory consists of 20 items rated on a four-point Likert scale and comprises two subscales: worry and emotionality. Total scores range from 20 to 80, with higher scores indicating greater test anxiety.
Measured: baseline, within 30 minutes after intervention
Assessment of the Sense of Realism and Enjoyment of the Application
Participants will complete a feedback questionnaire evaluating the learning instruments using a visual analogue scale ranging from 0 (not at all) to 10 (extremely).
Measured: within 30 minutes after intervention
MEC Spatial Presence Questionnaire
The MEC Spatial Presence Questionnaire (MEC-SPQ) will be used to assess participants' sense of spatial presence in virtual environments. The questionnaire consists of 64 items across eight subscales: Attention Allocation, Spatial Situation Model, Spatial Presence: Self-Location, Spatial Presence: Possible Actions, Higher Cognitive Involvement, Suspension of Disbelief, Domain-Specific Interest, and Visual Spatial Imagery. Each item is rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The theoretical total score ranges from 64 to 320, while individual subscale scores range from 8 to 40. Higher scores on the spatial presence subscales indicate a stronger sense of presence in the virtual environment.
Measured: within 30 minutes after intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Oct 2026
- Study start1 Oct 2026 (estimated)
- Primary completion1 Feb 2027 (estimated)
- Study completion1 Mar 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for HealthyStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study is designed as a three-arm, parallel-group, single-blind randomized controlled trial
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 90 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Abant Izzet Baysal University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Ramazan KURUL, Abant Izzet Baysal University
- Investigators
- ramazan kurul, phd, Principal investigator, Abant Izzet Baysal University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07886970
- Sponsor's protocol ID
- AIBU-FTR-RK-14
- Status last verified
- Oct 2026
- First submitted
- 13 Oct 2026
- Last updated
- 21 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: data of this study will be available after the publication of the study and will be usable upon citing the related article
Study at a glance
From the registry record, last updated by the sponsor on 21 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Immersive Virtual Reality, Non-Immersive Virtual Reality, and 3D-Printed Models on Learning Performance and Cognitive Load in Anatomy Education
- ClinicalTrials.gov ID
- NCT07886970
- Acronym / sponsor ID
- AIBU-FTR-RK-14
- Conditions
- Healthy, Health Knowledge, Attitudes, Practice
- Keywords
- Virtual reality
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 90 participants (estimated)
- Lead sponsor
- Abant Izzet Baysal UniversityUniversity, hospital or other
- Study start
- 1 Oct 2026 (estimated)
- Primary completion
- 1 Feb 2027 (estimated)
- Study completion
- 1 Mar 2027 (estimated)
- First posted
- 21 Oct 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Interactions with virtual content can enhance the creation and retention of knowledge. While some studies have found that learning methods involving the body-such as tactile manipulation-can lead to deeper understanding and higher achievement scores, other studies suggest that highly embodied tasks may limit the effectiveness of education by placing excessive cognitive or physical demands on learners. This study aims to compare the effects of different forms of visual representation and interaction (2D, digital 3D, physical 3D) on learning performance, presence, embodiment, and cognitive load among college students.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
- Model description
- This study is designed as a three-arm, parallel-group, single-blind randomized controlled trial
| Arm | Type | Receives |
|---|---|---|
| Immersive Virtual Reality | Experimental | Other: Immersive Virtual Reality ExperienceFollowing the theoretical lecture, participants in this group will receive anatomy training in an immersive virtual reality environment using a head-mounted display. They will actively manipulate, rotate, and examine the 3D models of the carpal bones, L2 vertebra, and sacrum to explore their anatomical structures. |
| Non-Immersive Virtual Reality | Experimental | Other: Non-Immersive Virtual Reality ExperienceFollowing the theoretical lecture, participants in this group will receive anatomy training in a non-immersive virtual reality environment using the same anatomy software as the immersive VR group, with the virtual environment displayed on a wall through a projector instead of a head-mounted display. They will directly manipulate, rotate, and examine the same 3D models of the carpal bones, L2 vertebra, and sacrum to explore their anatomical structures. |
| 3D printed model | Active comparator | Other: 3D printed model ExperienceFollowing the theoretical lecture, participants in this group will receive anatomy training using 3D-printed anatomical models produced from the same 3D files used in the virtual reality groups. They will directly handle, manipulate, rotate, and examine the physical models of the carpal bones, L2 vertebra, and sacrum to explore their anatomical structures through hands-on interaction. |
Who may qualify
- Ages
- 18 to 40 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- Willing to participate
- Titmus stereopsis score >40 arc/s
Key exclusion criteria (5 listed)
- Previous experience of bone models either in real world or virtual reality
- History of upper extremity trauma in past 6 months
- Total or partial eye sight lost
- History of photosensitive epilepsy or visually triggered seizures
- Active vestibular disorders or a history of severe VR-induced motion sickness that could interfere with participation
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Immersive Virtual Reality ExperienceAll participants in the three groups will receive a 60-minute theoretical lecture on the anatomy of the carpal bones, L2 vertebra, and sacrum, supported by slides containing two-dimensional anatomical illustrations.Following the theoretical lecture, parti | Other | Immersive Virtual Reality |
| Non-Immersive Virtual Reality ExperienceAll participants in the three groups will receive a 60-minute theoretical lecture on the anatomy of the carpal bones, L2 vertebra, and sacrum, supported by slides containing two-dimensional anatomical illustrations. Following the theoretical lecture, participants in the non-immersive virtual reality group will use the same anatomy education application as the immersive VR group, with the virtual environment displayed on a wall using a short-throw projector. Participants will examine the anatomical structures of the carpal bones, L2 vertebra, and sacrum through direct manipulation of the projected 3D models. | Other | Non-Immersive Virtual Reality |
| 3D printed model ExperienceAll participants in the three groups will receive a 60-minute theoretical lecture on the anatomy of the carpal bones, L2 vertebra, and sacrum, supported by slides containing two-dimensional anatomical illustrations. Following the lecture, participants in the 3D-printed anatomical model group will examine the prominent anatomical structures of these bones for 30 minutes through direct manipulation of three-dimensional physical models. | Other | 3D printed model |
Primary outcome
Exam Scores
Time frame: Baseline, day 1, and 8 weeks later
To assess students' baseline knowledge of anatomical terminology and general anatomy, a general knowledge test will be administered before the pre-test, and participants will be allocated to groups based on their test scores. Learning performance will be assessed using a 20-item multiple-choice test and a five-station Objective Structured Practical Examination (OSPE), administered before and after the intervention. The assessments will cover bony landmarks, anatomical relationships, important anatomical structures, attachment sites, and functions.
6 secondary outcomes
Cyber-Sickness Questionnaire in Virtual Reality
Time frame: Baseline, within 30 minutes after intervention
Cognitive Load Assessment
Time frame: within 30 minutes after intervention, 8 weeks later
Instructional Materials Motivation Survey
Time frame: within 30 minutes after intervention
Test Anxiety Inventory
Time frame: baseline, within 30 minutes after intervention
Assessment of the Sense of Realism and Enjoyment of the Application
Time frame: within 30 minutes after intervention
MEC Spatial Presence Questionnaire
Time frame: within 30 minutes after intervention
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 21 Oct 2026.
- Individual participant dataSharing planned: Yes. data of this study will be available after the publication of the study and will be usable upon citing the related article
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
ramazan kurul, phd principal investigator
Abant Izzet Baysal University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Immersive Virtual Reality Experience, Non-Immersive Virtual Reality Experience and 3D printed model Experience in people with Healthy and Health Knowledge, Attitudes, Practice, run by Abant Izzet Baysal University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 21 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Enes Tayyip Benli, phd (+905436414731, enestayyipbenli@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Exam Scores (time frame: Baseline, day 1, and 8 weeks later). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 21 Oct 2026.