Academic Journal
View in EDS
Linked Full Text

Considering user experience and cognitive load in the design and development of a virtual reality application for embodied anatomy learning.

Bibliographic Details
Title: Considering user experience and cognitive load in the design and development of a virtual reality application for embodied anatomy learning.
Authors: Gallot M; LIBM, Inter-University Laboratory of Human Movement Sciences, UR 7424, Universite Claude Bernard Lyon 1, Villeurbanne, France., Hajj-Hassan M; LIBM, Inter-University Laboratory of Human Movement Sciences, UR 7424, Universite Claude Bernard Lyon 1, Villeurbanne, France., Chaker R; ECP Laboratory, Université Lumière Lyon 2, ECP, Lyon, France., Collet C; LIBM, Inter-University Laboratory of Human Movement Sciences, UR 7424, Universite Claude Bernard Lyon 1, Villeurbanne, France., Hoyek N; LIBM, Inter-University Laboratory of Human Movement Sciences, UR 7424, Universite Claude Bernard Lyon 1, Villeurbanne, France.
Source: Anatomical sciences education [Anat Sci Educ] 2026 Oct; Vol. 19 (10), pp. 1709-1724. Date of Electronic Publication: 2026 Aug 10.
Publication Type: Journal Article; Review
Language: English
Journal Info: Publisher: John Wiley & Sons, Inc Country of Publication: United States NLM ID: 101392205 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1935-9780 (Electronic) Linking ISSN: 19359772 NLM ISO Abbreviation: Anat Sci Educ Subsets: MEDLINE
Imprint Name(s): Original Publication: Hoboken, N.J. : John Wiley & Sons, Inc.
MeSH Terms: Anatomy*/education , Computer-Assisted Instruction*/methods , Virtual Reality* , Cognition*, Surveys and Questionnaires/statistics & numerical data ; Humans ; Female ; Pilot Projects ; Male ; Adult ; Young Adult ; User-Computer Interface ; Learning
Abstract: Virtual reality (VR) offers new possibilities for anatomy education through immersive and embodied interaction. Early-stage evaluation of VR tools is necessary to assess user experience and perceived cognitive load and to guide iterative development. This pilot study aimed to descriptively evaluate the first prototype of the inCarne VR functional anatomy tool and explore the suitability of an adapted cognitive load questionnaire in this context. Seventeen participants, including kinesiology students and anatomy experts, completed a 15-min guided VR session involving real-time body tracking and skeletal mirroring of hip movements. User experience was assessed using the AttrakDiff questionnaire, measuring pragmatic quality, hedonic quality, and attractiveness. Perceived cognitive load was assessed using an adapted French version of the Leppink Cognitive Load Questionnaire. Analyses focused on descriptive statistics, internal consistency, and exploratory correlation coefficients. User experience ratings were descriptively positive across all dimensions, with attractiveness showing the highest mean score (M = 1.71, SD = 0.59). Intrinsic cognitive load was reported as low (M = 1.54, SD = 1.42), while germane load was higher (M = 4.26, SD = 2.95), indicating reported engagement in task-related cognitive processing. Intrinsic and germane load demonstrated acceptable internal consistency (Cronbach's α = 0.834-0.950), whereas extraneous load showed low internal consistency (α = 0.283), limiting its interpretability. Exploratory correlations showed moderate to strong descriptive associations between selected user experience and cognitive load dimensions. These findings provide preliminary descriptive evidence supporting the feasibility of the inCarne prototype and inform future development and measurement validation in VR anatomy education.
(© 2026 The Author(s). Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.)
References: Interact J Med Res. 2012 Jul 09;1(2):e2. (PMID: 23611759)
Anat Sci Educ. 2014 Jul-Aug;7(4):280-8. (PMID: 24124041)
Adv Health Sci Educ Theory Pract. 2007 Nov;12(4):491-507. (PMID: 16847728)
Surg Endosc. 2018 Aug;32(8):3634-3639. (PMID: 29435746)
Anat Sci Educ. 2025 Jan;18(1):48-58. (PMID: 39572254)
Addict Behav. 2017 Mar;66:17-25. (PMID: 27863323)
Anat Sci Educ. 2012 Jan-Feb;5(1):3-9. (PMID: 22127919)
Anat Sci Educ. 2015 May-Jun;8(3):230-41. (PMID: 25156955)
Behav Res Methods. 2013 Dec;45(4):1058-72. (PMID: 23572251)
Science. 2007 May 18;316(5827):1002-5. (PMID: 17510358)
Am J Surg. 2002 Sep;184(3):291-5. (PMID: 12354602)
Anat Sci Educ. 2011 Jan-Feb;4(1):1-8. (PMID: 21265030)
Lancet. 2001 Feb 3;357(9253):363-4. (PMID: 11211004)
Clin Anat. 2016 May;29(4):446-53. (PMID: 26646315)
Front Robot AI. 2018 Jul 24;5:81. (PMID: 33500960)
Ann Neurol. 2024 May;95(5):843-848. (PMID: 38501694)
Adv Physiol Educ. 2015 Jun;39(2):108-15. (PMID: 26031727)
Teach Learn Med. 2009 Jul;21(3):201-6. (PMID: 20183339)
Anat Sci Educ. 2023 Jan;16(1):148-156. (PMID: 35080341)
Acad Radiol. 2016 Apr;23(4):507-16. (PMID: 26897601)
Anat Sci Educ. 2013 Jul-Aug;6(4):216-24. (PMID: 23349117)
Anat Sci Educ. 2014 Nov-Dec;7(6):430-7. (PMID: 24678034)
Emerg (Tehran). 2017;5(1):e52. (PMID: 28286859)
Malawi Med J. 2012 Sep;24(3):69-71. (PMID: 23638278)
Percept Mot Skills. 1978 Oct;47(2):599-604. (PMID: 724398)
Anat Sci Educ. 2024 Apr-May;17(3):514-528. (PMID: 38344900)
Clin Anat. 2000;13(6):448-52. (PMID: 11111898)
Physiother Can. 2020 Spring;72(2):132-136. (PMID: 32494097)
Br J Math Stat Psychol. 2006 May;59(Pt 1):59-73. (PMID: 16709279)
Front Psychol. 2014 Oct 01;5:1099. (PMID: 25324806)
Educ Inf Technol (Dordr). 2023;28(1):857-877. (PMID: 35818631)
Br J Educ Psychol. 2023 Aug;93 Suppl 2:305-317. (PMID: 36437516)
Anat Sci Educ. 2022 May;15(3):628-635. (PMID: 34157219)
Anat Sci Educ. 2024 Apr-May;17(3):660-673. (PMID: 38197466)
Contributed Indexing: Keywords: anatomy learning; embodiment; user experience; virtual reality
Entry Date(s): Date Created: 20260811 Date Completed: 20261011 Latest Revision: 20261013
Update Code: 20261013
PubMed Central ID: PMC13654056
DOI: 10.1002/ase.70319
PMID: 42576373
Database: MEDLINE
Description
ISSN:1935-9780
DOI:10.1002/ase.70319