Basic core courses in various undergraduate programs, such as neuroanatomy, pose a challenge for students due to the large volume and complexity of the content. In this context, educational technologies such as immersive virtual reality (IVR), which allow students to actively interact with learning materials, offer a complementary pedagogical alternative that promotes more meaningful learning. This study aimed to explore the available evidence on the use of IVR in neuroanatomy education, assessing its effectiveness through learning outcomes, as well as students' motivation and perceived learning. Accordingly, we conducted a scoping review in the PubMed/MEDLINE, Scopus, and Web of Science databases, using the descriptors "teaching-learning," "neuroanatomy," and "virtual reality." Eleven studies met all the established inclusion criteria. The results indicated that IVR is an effective complementary pedagogical tool for teaching neuroanatomy, especially in helping students understand the three-dimensional relationships between brain structures. Another relevant finding was the increase in students' motivation levels with the use of IVR. Despite limitations and challenges related to its implementation, IVR offers several advantages, such as interactivity, motivation, immersion, and autonomous learning, and proves to be a promising tool for optimizing the teaching-learning process.
Nogueira et al. (Mon,) studied this question.