Abstract New technologies make their way into education and one of the most prominent of them is the immersive Virtual Reality (IVR). But the scientific data about its efficiency in the educational process is controversial. In the present study three randomized groups of students, who did not have biological and medical classes amongst their courses, studied human heart anatomy using three different learning methods – a paper (text and images); a 3D interactive human heart model presented on a computer display; an IVR human heart model. Prior and after learning session students performed the test of human heart anatomy with 28 open questions. The IVR group showed the increase of correct answers within the group and compared with other groups. Also, the subjects with lesser baseline knowledge in IVR group showed the greater increase of correct answers following IVR session. The structure and the way how the learning material should be presented in IVR and how it affects the learning outcomes are discussed.

中文翻译：

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虚拟现实在学习人体心脏解剖学方面更有效，尤其是对于基础知识低的科目

摘要 新技术进入教育领域，其中最突出的技术之一是沉浸式虚拟现实 (IVR)。但是关于其在教育过程中的效率的科学数据是有争议的。在本研究中，三个随机分组的学生，他们的课程中没有生物和医学课，他们使用三种不同的学习方法研究了人体心脏解剖学——论文（文本和图像）；显示在计算机显示器上的 3D 交互式人类心脏模型；IVR 人类心脏模型。在学习课程之前和之后，学生们用 28 道开放性问题进行了人体心脏解剖测试。IVR组与其他组相比，组内正确答案有所增加。还，IVR 组中基础知识较少的受试者在 IVR 会话后显示正确答案的增加更多。讨论了学习材料应如何在 IVR 中呈现的结构和方式以及它如何影响学习成果。