Exploring cognitive load in anatomy education: a study of 3D virtual reality and 2D learning environments using fNIRS
Adam Szulewski
IntroductionAlthough virtual reality (VR) is increasingly deployed as a tool for education, little is known about how learning modality influences cognitive processing or whether wearable neuroimaging technologies can accurately classify cognitive load in this context.MethodsIn this study, 21 first-year medical students were randomly assigned to learn cardiac anatomy using either traditional 2D materials (n = 10) or immersive 3D VR (n = 11). Prefrontal hemodynamic activity was continuously monit