Technology-enhanced learning in undergraduate neuroscience education: tractography-based virtual dissection in psychology

Neuroanatomy poses a significant challenge for Psychology students due to its spatial and conceptual complexity. Educational approaches that enhance the relevance and visualization of neuroanatomical content may improve students’ learning experiences. This study implemented a tractography-based virtual dissection activity in undergraduate Psychology students. Feasibility, dissection performance, and the association between perceived learning and students’ perceptions of utility, difficulty and handling, and organizational aspects were examined. First-year undergraduate Psychology students participated in a two-session tractography-based activity combining instruction on white matter anatomy and diffusion tractography with a hands-on virtual dissection of the arcuate fasciculus using research-grade software routinely employed in neuroscience research. Afterwards, students submitted a structured report with dissection screenshots, which the instructor scored with a predefined rubric, and completed a voluntary, anonymous questionnaire assessing perceived learning, utility, difficulty and handling, and organizational aspects of the activity. Questionnaire responses were analyzed with Pearson correlations, multiple regression analyses, and relative importance analyses. Seventy-nine students completed the activity and 68 (86.1%) completed the questionnaire. Of the 37 reports assessed, 28 (75.7%) showed correct reconstruction of all three segments of the arcuate fasciculus. Students reported moderately positive perceptions of the activity, with perceived learning receiving the highest mean score (M = 3.44, SD = 0.85). Perceived utility showed the strongest association with perceived learning ( r = .64, p < .001). The regression model explained 41% of the variance in perceived learning (R² = 0.41, adjusted R² = 0.38, p < .001). Perceived utility was the only significant predictor in the model (β = 0.59, p = .001), accounting for 67.9% of the model’s explained variance. The findings support the feasibility of integrating authentic neuroimaging tools into undergraduate neuroanatomy teaching: 75.7% students were able to perform the dissection under guidance. Students who perceived the activity as more useful also reported higher perceived learning, suggesting that perceived relevance may play a role in technology-enhanced STEM learning experiences.