Technologies such as virtual reality are used in higher education to develop virtual learning resources (VLRs). These VLRs can be delivered in multiple modalities, from truly immersive involving wearable devices to less immersive modalities such as desktop. However, research investigating perceptions of VLRs in anatomy has mainly focused on a single delivery modality and a limited‐demographic participant cohort, warranting a comparison of different modalities and a consideration of different cohorts. This pilot study aimed to compare perceptions of highly immersive and less immersive VLR deliveries among anatomy students and tutors and evaluate the impact of prior university experience on students' perceptions of VLRs. A skull anatomy VLR was developed using the Unity^® gaming platform and participants were voluntarily recruited to assess highly immersive stereoscopic and less immersive desktop deliveries of the VLR. A validated survey tool was used to gather perceptions of both deliveries. Most participants agreed that both VLR deliveries were interesting and engaging and provided an immersive experience. Anatomy students perceived the stereoscopic delivery to be significantly more useful for understanding (P = 0.013), while anatomy tutors perceived the desktop delivery as more useful. A degree of physical discomfort and disorientation was reported by some participants for both deliveries, although to a greater extent for the stereoscopic delivery. The stereoscopic delivery was also found to be more mentally taxing than desktop delivery. These results suggest that desktop VLR delivery may minimize the risk of discomfort and disorientation associated with more immersive modalities while still providing a valuable learning experience.

中文翻译：

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解剖学中的虚拟现实：评估不同递送方式的先导研究。

虚拟现实等技术在高等教育中用于开发虚拟学习资源（VLR）。这些VLR可以多种方式交付，从真正的可浸入式可穿戴设备到不太浸入式的方式（例如台式机）。但是，研究对解剖学中的VLR的看法的研究主要集中在单一的交付方式和人口统计学有限的研究对象队列中，因此有必要对不同的方式进行比较并考虑不同的队列。这项初步研究旨在比较解剖学学生和导师对高度沉浸式和不太沉浸式VLR交付的看法，并评估以前的大学经历对学生对VLR看法的影响。解剖VLR头骨被使用Unity开发^®自愿招募游戏平台和参与者来评估VLR的高度沉浸式立体感和不太沉浸式桌面交付。使用经过验证的调查工具来收集对两次交付的看法。大多数参与者都认为VLR的交付既有趣又引人入胜，并提供了身临其境的体验。解剖学专业的学生认为立体分娩对于理解更为有用（P = 0.013），而解剖学教师认为台式机交付更为有用。一些参与者报告两种分娩都有一定程度的身体不适和定向障碍，尽管立体分娩的程度更大。还发现，立体交付比台式交付在精神上更为繁重。这些结果表明，桌面VLR交付可以最大程度地降低与更沉浸式学习方式相关的不适和迷失感的风险，同时仍可提供宝贵的学习体验。