Research has shown that when the context of learning changes, as is seen with new technology, this can present limitations to student engagement. Although this innovative technology offers learning advantages, this format poses new challenges to student engagement compared to traditional human cadaver dissections. Mixed reality increases the accuracy of students’ conceptual understanding and promotes deeper inquiry. This technology was introduced in many basic science and health science disciplines and has become a fundamental part of human anatomy instruction and course design. Mixed-reality technology is a powerful way to engage students in course content and real-world scenarios. Further studies are required to measure the extent to which these indicators were exhibited and compare student engagement with this mixed-reality to didactic cadaver-based laboratory sessions.

The effectiveness of this classroom activity was assessed by observing students for indicators or behaviors of student engagement, which are discussed. The instructional model also answers the call for a new type of virtual reality instructor and pedagogical strategy that addresses the unique challenges and increases student engagement with this new technology. The activity was designed using Gagne’s model for instructional design and team-based learning to create an active learning model, which targets the behavioral, emotional, and cognitive dimensions of student engagement : behavioral engagement through autonomy and time on task, emotional engagement through providing the guiding exploration and narrative flow to accompany students’ visual experience, and cognitive engagement by incorporating team-based learning (TBL) and case-based learning (CBL). This paper provides an activity model using the HoloLens mixed-reality technology to deliver human gross anatomy laboratory sessions to first-year osteopathic medical students. Student engagement improves students’ commitment to learning, critical thinking, and motivation and results in successful course outcomes. While this immersive technology offers advantages over cadaver dissections, it creates new challenges to keeping students engaged. This blend of virtual and augmented reality images incorporates virtual projections with the real environment to allow real-time observation and interaction.

Mixed-reality technology is a powerful tool used in healthcare and medical education to engage students in life-like scenarios.

Augmented reality essential anatomy