142 - Evaluating Cybersickness in a Virtual Reality Module for Learning Pelvic Anatomy

Poster Board Number: 142
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Abstract Body : Introduction and Objective: Many institutions are seeking out technologies that allow for student-focused learning experiences. Virtual Reality (VR) offers a highly immersive experience and a strong sense of presence, making it one of the top tools being explored for learning anatomy. While these benefits exist, VR is a double-edged sword: cybersickness symptoms are frequently reported in the literature. This is in part attributed to the immersive nature of the technology, and it poses a major concern for learners. The purpose of this study is to evaluate the impact of a learning module presented in different learning modalities on self-reported symptoms of cybersickness. Consistent with the literature, we expect that the use of VR will be associated with a greater degree of cybersickness when compared to using a computer and that there will be little to no reported cybersickness symptoms when using 3D-printed models to learn pelvic anatomy.

Materials and Methods: Participants will be randomly assigned to one of three modalities (VR, interactive 2D computer-based module, or 3D-printed models) and will learn the pelvic anatomy content in one of two environments (enriched clinical context or contextless). Participants will be given 10 minutes to learn and remember the content presented within the module. After the learning phase, they will be asked to complete the Simulator Sickness Questionnaire (SSQ) to measure the presence and severity of 16 symptoms associated with cybersickness. Sub scores for Nausea-related, Oculomotor-related, and Disorientation-related symptoms can be calculated, as well as a Total Score indicating the overall severity of symptoms experienced.

Significance/Implication: The use of VR presents the opportunity for novel applications to enhance anatomy education, however, cybersickness remains a challenging barrier with the potential to limit the quality and extent of learning due to low tolerance for symptoms. This study will shed light on factors that can limit the widespread adoption of VR in educational settings and may also offer insight into design considerations that could reduce the severity of cybersickness experienced by learners.

Funding Sources: This research is funded by the Cleveland Clinic Foundation and the Education Program in Anatomy, McMaster University.