67 - The Effect of Auditory Stimulation in Learning Anatomy Using Virtual Reality

Poster Board Number: 67
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Abstract Body : Introduction: What do you listen to while you learn? Does it matter? Based on the literature, auditory stimulation influences learning and cognitive function, but the influence of different types of audio on learning outcomes is conflicted within the literature. We are interested in the impact of white noise, lab noise, and passive noise cancellation on learning anatomy in virtual reality (VR), with academic performance as a primary outcome, and cybersickness and cognitive load as secondary outcomes. With the implementation of VR in education, it has been found that some VR environments impose considerable cognitive load and cybersickness. Thus, it is critical to ascertain which aspects of the user’s VR experience can be altered to best support learning.
Methods: Undergraduate students with no formal anatomy training will be recruited and screened for their hearing ability prior to entry into this randomized cross-over study. Participants will be enrolled into one of three auditory tracks (white noise, lab noise, and passive noise cancelling) while learning neuroanatomy in VR. Participants will be given 4 minutes to learn 10 neuroanatomy landmarks which will be visualized on a VR model rotated manually about the horizontal plane. To assess performance, participants will complete a test on the landmarks they learned. They will then complete the simulation sickness questionnaire and simulation task load index to report their perceived cybersickness and cognitive load. Participants repeat this process three times, with each of the audiological tracks and neuroanatomy models. The study concludes with a Stereo Fly test to assess stereopsis, and an exit feedback survey. Randomly selected participants may complete a qualitative interview on their VR learning experience.
Results: We hypothesize that 1) the lab noise track will have the lowest academic performance due to the irregular noise increasing cognitive load demands. 2) With increased cognitive load, the lab noise track will also produce the highest levels of cybersickness based on our team’s previous studies demonstrating positive correlations between cybersickness and cognitive load levels.
Conclusion: With the advancement of VR, there is a growing movement away from traditional anatomy learning methods. However, modifiable factors like audiological landscape, are poorly understood on learning outcomes. This study seeks to better understand the relationship between learning, cybersickness and sound.
Significance/ Implications: The results from this study will clarify the effects of sound on anatomy learning and cybersickness in VR and help guide the development of future anatomy education to optimize the learning experience for students.
Funding Sources: This project is funded by the Education Program in Anatomy at McMaster University.