{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,5]],"date-time":"2026-09-05T05:17:22Z","timestamp":1788585442676,"version":"build-2803163510"},"reference-count":20,"publisher":"Wiley","issue":"9","license":[{"start":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T00:00:00Z","timestamp":1783296000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T00:00:00Z","timestamp":1783296000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2026,9]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    To compare a metaverse\u2010based interactive virtual reality (VR) session with a conventional 2D online lecture for learning cervicofacial anatomy. Single\u2010center, curriculum\u2010embedded, nonrandomized comparative study. Fourth\u2010year students attended a Zoom lecture (Conventional,\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200973); sixth\u2010year students completed an interactive VR session using Meta Quest 2 on the Spatial platform (VR,\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200940), delivered in small groups. Immediately after teaching, students completed a 12\u2010item test (9 spatial\u2010relational, 3 factual\/topographic). Group differences were analyzed with Welch's\n                    <jats:italic>t<\/jats:italic>\n                    \u2010tests. VR students scored higher overall than Conventional students (66.0%\u2009\u00b1\u200918.3% vs. 43.6%\u2009\u00b1\u200918.0%; mean difference 22.4 percentage points, 95% CI 15.3\u201329.6;\n                    <jats:italic>p<\/jats:italic>\n                    \u2009&lt;\u20090.0001), driven by spatial items (68.6%\u2009\u00b1\u200920.1% vs. 40.6%\u2009\u00b1\u200918.9%; difference 28.0, 95% CI 20.3\u201335.7;\n                    <jats:italic>p<\/jats:italic>\n                    \u2009&lt;\u20090.0001). Factual\/topographic scores were similar (58.3%\u2009\u00b1\u200925.9% vs. 52.5%\u2009\u00b1\u200930.4%; difference 6.9, 95% CI \u22123.4 to 17.2;\n                    <jats:italic>p<\/jats:italic>\n                    \u2009=\u20090.19). Optional free\u2010text comments suggested high engagement and perceived spatial benefits; barriers included headset ergonomics and occasional motion sickness. Metaverse\u2010based interactive VR was associated with substantially better spatial learning than a conventional online lecture, with comparable factual recall. Given the nonrandomized design and small\u2010group VR delivery, future studies should use size\u2010matched randomized designs with baseline testing and richer qualitative methods to isolate immersion effects and evaluate generalizability to other anatomical regions.\n                  <\/jats:p>","DOI":"10.1002\/ase.70277","type":"journal-article","created":{"date-parts":[[2026,7,7]],"date-time":"2026-07-07T04:43:23Z","timestamp":1783399403000},"page":"1452-1459","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Metaverse\u2010based virtual reality and spatial learning in cervicofacial anatomy: A curriculum\u2010embedded comparative study in undergraduate medical students"],"prefix":"10.1002","volume":"19","author":[{"given":"Taku","family":"Ito","sequence":"first","affiliation":[{"name":"Department of Otorhinolaryngology Institute of Science Tokyo  Bunkyo\u2010ku 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