Considering user experience and cognitive load in the design and development of a virtual reality application for embodied anatomy learning

Abstract

Virtual reality (VR) offers new possibilities for anatomy education through immersive and embodied interaction. Early‐stage evaluation of VR tools is necessary to assess user experience and perceived cognitive load and to guide iterative development. This pilot study aimed to descriptively evaluate the first prototype of the inCarne VR functional anatomy tool and explore the suitability of an adapted cognitive load questionnaire in this context. Seventeen participants, including kinesiology students and anatomy experts, completed a 15‐min guided VR session involving real‐time body tracking and skeletal mirroring of hip movements. User experience was assessed using the AttrakDiff questionnaire, measuring pragmatic quality, hedonic quality, and attractiveness. Perceived cognitive load was assessed using an adapted French version of the Leppink Cognitive Load Questionnaire. Analyses focused on descriptive statistics, internal consistency, and exploratory correlation coefficients. User experience ratings were descriptively positive across all dimensions, with attractiveness showing the highest mean score ( M  = 1.71, SD = 0.59). Intrinsic cognitive load was reported as low ( M  = 1.54, SD = 1.42), while germane load was higher ( M  = 4.26, SD = 2.95), indicating reported engagement in task‐related cognitive processing. Intrinsic and germane load demonstrated acceptable internal consistency (Cronbach's α  = 0.834–0.950), whereas extraneous load showed low internal consistency ( α  = 0.283), limiting its interpretability. Exploratory correlations showed moderate to strong descriptive associations between selected user experience and cognitive load dimensions. These findings provide preliminary descriptive evidence supporting the feasibility of the inCarne prototype and inform future development and measurement validation in VR anatomy education.