Impact of 360deg vs 2D Videos on Engagement in Anatomy Education
Medical education is constantly evolving, especially as students were forced to study from home during the coronavirus disease 2019 (COVID 19) pandemic, and new technologies have driven the rapid development of supplemental online educational resources. In this study, we examine if 360deg videos can promote increased engagement over standard two dimensional (2D) videos among medical students learning anatomy. We enrolled 39 fourth year medical students to watch two four minute videos of anatomy lab exercises in a 360deg three dimensional format using an immersive headset or in a 2D format on a laptop computer. Every two minutes, students were asked to rate their engagement from 0 100. Following the videos, they reported their degree of agreement with 14 statements related to engagement, practicality, and interest in the technology. While watching the videos, the average engagement reported by the 360deg video group was higher at each time point than the engagement reported by the two dimensional group. Further, the engagement remained high in the 360deg group through the six and eight minute timepoints. In the post video survey, the 360deg group reported a statistically significantly higher average engagement in seven of eight measures on the assessment. A 360deg video was rated as more practical and interesting than a two dimensional video. No significant difference existed in the perceived ease of learning. Overall, the use of 360deg video may improve engagement for short videos used in medical education. However, developing a better understanding of its impact on learning outcomes will be critical for determining the overall value and effectiveness of this tool.
Cureus