  Learning functional neuroanatomy requires forming mental representations of
3D structure, but forming such representations from 2D textbook diagrams can be
challenging. We address this challenge in the UW Virtual Brain Project by
developing 3D narrated diagrams, which are interactive, guided tours through 3D
models of perceptual systems. Lessons can be experienced in virtual realty (VR)
or on a personal computer monitor (PC). We predicted participants would learn
from lessons presented on both VR and PC devices (comparing pre-test/post-test
scores), but that VR would be more effective for achieving both content-based
learning outcomes (i.e test performance) and experience-based learning outcomes
(i.e., reported enjoyment and ease of use). All participants received lessons
about the visual system and auditory system, one in VR and one on a PC(order
counterbalanced). We assessed content learning using a drawing/labeling task on
paper (2D drawing) in Experiment 1 and a Looking Glass autostereoscopic display
(3D drawing) in Experiment 2. In both experiments, we found that the UW Virtual
Brain Project lessons were effective for teaching functional neuroanatomy, with
no difference between devices. However, participants reported VR was more
enjoyable and easier to use. We also evaluated the VR lessons in our Classroom
Implementation during an undergraduate course on perception. Students reported
that the VR lessons helped them make progress on course learning outcomes,
especially for learning system pathways. They suggested lessons could be
improved byadding more examples and providing more time to explore in VR.
