Too Heart to Handle? Exploring Self-Directed And Collaborative Virtual Learning Environments in Anatomy Education.

The integration of Extended Reality (XR) into medical education represents a transformative shift, particularly in anatomy training, where immersive simulations enhance cognitive engagement and knowledge retention. The developing heart is characterized by rapid morphological changes within a short time frame, which poses a significant pedagogical challenge. Conventional 2D imaging and static models often fail to convey these processes, limiting learners' ability to conceptualize critical spatial relationships-a barrier in understanding congenital anomalies. To address these limitations, this work leverages XRdriven visualization and interaction paradigms to create virtual learning environments. Based on this, we propose methods for designing XR educational modules that adapt to both collaborative and self-directed learning contexts, using embryonic cardiogenesis as an illustrating case study. We present findings from mixed-methods user studies involving a total of 264 students, along with feedback from lecturers, highlighting the importance of an iterative, user-centered design approach.