Researchers demonstrated a study on human anatomy, a potential benefit is the reintroduction of stereopsis and absolute size. They report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different visuospatial ability. Sixty-three participants engaged in a one-hour session including a study phase and posttest.

One group studied 3D models of the anatomy of the deep neck in full stereoptic virtual reality; one group studied those structures in virtual reality without stereoptic depth. The control group experienced an unrelated virtual reality environment. A post hoc questionnaire explored cognitive load and problem solving strategies of the participants. Virtual reality (VR) aims to provide its users with an illusory environment by completely replacing direct sensory stimuli for artificially generated (or mediated) sensory stimuli. Complete immersion in a virtual environment would enable interaction with virtual objects similar to interaction with real objects 

Possibly, regardless of whether any learning took place during the study phase, participants were able to solve the questions of the posttest based solely on the visual information in these questions, and this might have been a more attractive strategy than retrieving the studied anatomy from memory. This results may be caused by the earlier studies working with participants naive to the study of human anatomy, who might have been less able to use visuospatial information available in anatomical questions compared to medical students.

In contrast to received wisdom that visuospatial problem solving strategies temporally outperform analytic strategies for visuospatial problems, participants reporting a relative high use of analytical problem solving strategies performed faster. The high complexity of the virtual anatomy may have caused visuospatial problem solving strategies to actually slow participants down.

If this is so, there might be an optimum level of visuospatial complexity where high visuospatial people outperform low visuospatial people, above which low visuospatial people, used to revert to analytical strategies sooner, will actually start outperforming their high visuospatial counterparts again. More studies are needed that explore the relation between visuospatial ability, reasoning ability, problem solving strategies, and visuospatial. We do not know yet whether stereopsis in digital learning environments helps or hinders anatomy learning.

It is important in both research and educational practice to control the amount of visual information provided by test questions. Given the speed of the development of virtual reality enabling technologies, research into the use of VR for anatomical learning is a moving target. They will continue developing our virtual reality environment to maximize the feeling of being present by fully localizing the virtual objects and by implementing easier to use interaction technology.