Moro, Christian

English

[Extract]Over the past decade, a large portion of my time has been spent working on integrating technology into physiology teaching. It hasbeen an enjoyable and rewarding journey, especially learning how to create virtual models of organ systems and anatomicalstructures for students to navigate through using devices such as virtual, augmented and mixed reality. In March 2020, whensocial distancing was enforced and teaching conducted online, our team immediately thought it would be fantastic to convert thevirtual reality lessons into online sessions to engage students within their homes. However, we soon realised that althoughtechnology can theoretically allow for learning at any time in any place, this often needs to be a specific goal during the lesson’screation. Only one of my students owned a virtual reality headset, and no-one had access to the mixed reality device I’d beenplanning to use, the Microsoft HoloLens, rendering these lessons unusable. As such, we had a completely virtual, engagingand interactive series of laboratories and physiology learning sessions that were completely unusable outside of the laboratory environmen

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Defining virtual, augmented and mixed reality in physiology education

https://pure.bond.edu.au/ws/files/60588893/Defining_virtual_augmented_and_mixed_reality_in_physiology.pdf

Defining virtual, augmented and mixed reality in physiology education

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