Cognitive Load in Virtual Reality Anatomy Education: Comparing 2D and 3D Learning Experiences

Abstract With virtual reality (VR) becoming increasingly integrated into educational settings, it remains crucial to understand how different formats of educational content impact cognitive processing. This study examined the impact of 2D versus 3D VR modules on cognitive load and learning outcomes in undergraduate anatomy education. Using real-time biometric measurements collected through VR head-mounted displays, cognitive load was assessed as students observed recorded laryngeal anatomy modules presented by virtual instruction utilizing 2D images or 3D models. Despite no significant impact on learning outcomes, participants in the 2D group consistently demonstrated a higher mean cognitive load (M = 0.58, SD = 0.05) compared to the 3D group (M = 0.49, SD = 0.07), indicating a significant reduction in cognitive effort with 3D visualization. Pre- and post-survey results revealed a mixed landscape in perceptions of VR technology, with some students reporting positive views and comfort, while others expressed significant reservations. Notably, however, no significant difference was found between individually reported attitudes and cognitive load, suggesting that students’ cognitive load during the intervention was independent of these variables. Further, prior experience with VR, video game use, and general attitudes toward technology did not significantly influence cognitive load, suggesting that instructional design had a more substantial impact than user familiarity. These findings support the pedagogical value of incorporating 3D VR in anatomy curricula and highlighted the importance of evidence-based design to improve learning outcomes while managing cognitive demand.