Measuring students' perceptions of virtual reality for learning anatomy using the general extended technology acceptance model for E‐learning

Abstract Anatomy is fundamental to medical disciplines. However, its complexity can be challenging to learners, and traditional anatomy teaching may not be easily accessible. Virtual Reality has the potential to supplement anatomy education, but its effectiveness depends on students' willingness to accept it. This study aimed to measure students' perceptions of using anatomy software, 3D Organon, for learning anatomy, the factors influencing their acceptance of 3D Organon, and their perceived improvement in understanding eye and ear anatomy. Data were collected from eight MSc in Human Anatomy and nine BSc in Neuroscience students who used 3D Organon to learn eye and ear anatomy. 3D Organon acceptance was assessed using descriptive statistics for the variables of the General Extended Technology Acceptance Model for E‐Learning: perceived ease of use, perceived usefulness, behavioral intention, self‐efficacy, computer anxiety, and enjoyment. Correlation and regression analyses of the GETAMEL data determined factors predicting acceptance. Results showed that students highly accepted 3D Organon, with enjoyment being the highest rated ( μ  = 1.9). Self‐efficacy, enjoyment, and computer anxiety accounted for 91% of perceived ease of use, with enjoyment being the best predictor ( β  = 0.78). Self‐efficacy, enjoyment, and perceived ease of use significantly influenced perceived usefulness, with perceived ease of use being the strongest predictor ( β  = 1.02). Both perceived ease of use and perceived usefulness contributed to 85% of behavioral intention to use 3D Organon, with perceived ease of use being the stronger predictor ( β  = 1.01). These findings suggest that students highly accepted 3D Organon for learning anatomy, with enjoyment and ease of use being essential factors influencing their willingness to use it.