Implementation of a Virtual Reality-Based System for Teaching Anatomy in University of Maiduguri, Borno State
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Background of the Study
In modern medical education, immersive technologies have become essential to bridge the gap between theoretical instruction and practical application. At the University of Maiduguri in Borno State, traditional methods of teaching anatomy, which rely on cadaveric dissection and textbook images, are increasingly being supplemented by virtual reality (VR) technologies. A VR-based anatomy system can create realistic, three-dimensional models of the human body that allow students to explore internal structures layer by layer. This technology not only offers an immersive learning experience but also enables interactive manipulation of anatomical models, such as zooming into specific organs, simulating dissections, and visualizing complex physiological processes in real time (Ibrahim, 2023). By integrating VR, educators can provide a safe, repeatable, and detailed exploration of human anatomy that caters to diverse learning styles. Recent studies have indicated that VR-based learning significantly improves spatial understanding and retention, which are crucial for medical training (Chinwe, 2024). Moreover, the system can be updated regularly with new content, ensuring that it remains relevant and aligned with current medical standards. The potential for VR to simulate clinical scenarios further enhances its educational value by preparing students for real-world applications. This initiative aligns with global trends in digital transformation within medical education, offering an innovative solution to overcome limitations such as limited cadaver availability and the high costs associated with physical laboratory setups (Afolabi, 2025).
Statement of the Problem
Despite the critical importance of anatomy in medical training, many students at the University of Maiduguri face difficulties in understanding and retaining complex anatomical details using traditional methods. Static images and physical models do not offer the interactive, immersive experiences that modern learners require. As a result, there is often a disconnect between theoretical knowledge and practical application, which can impede clinical readiness (Ibrahim, 2023). Moreover, the scarcity of cadaveric specimens and the high costs of maintaining physical labs further limit hands-on learning opportunities. Although VR presents a promising alternative, its implementation is hampered by challenges such as high initial development costs, limited technical expertise among faculty, and issues related to software compatibility. These obstacles can result in underutilization of VR’s full potential, thereby diminishing its impact on learning outcomes (Chinwe, 2024). This study seeks to address these issues by developing and implementing a comprehensive VR-based anatomy system, evaluating its effectiveness in enhancing spatial understanding and knowledge retention among medical students, and identifying strategies to overcome technical and operational challenges.
Objectives of the Study
• Develop and implement a VR-based anatomy learning system.
• Evaluate its impact on student understanding and retention of anatomical knowledge.
• Identify and propose solutions to technical and pedagogical challenges.
Research Questions
• How does the VR system improve students’ understanding of human anatomy?
• What improvements in knowledge retention are observed following VR training?
• What technical and operational challenges affect the system’s integration, and how can they be overcome?
Significance of the Study
This study is significant as it demonstrates the potential of VR technology to transform anatomy education by providing immersive, interactive learning experiences that enhance clinical readiness (Ibrahim, 2023). The findings will offer valuable insights for educators and policymakers seeking innovative, cost-effective solutions in medical training (Chinwe, 2024).
Scope and Limitations of the Study
This study is limited to the design, implementation, and evaluation of a VR-based anatomy system at the University of Maiduguri, Borno State. It focuses solely on VR as a teaching tool for anatomy and does not extend to other medical subjects.
Definitions of Terms
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Virtual Reality (VR): Technology that creates immersive, computer-generated environments for interactive learning.
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Anatomy Education: The study of the structure of the human body.
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Interactive Learning: A teaching method that actively engages students in the learning process.
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