ABSTRACTObjective: This study aimed to comprehensively evaluate the effects of three-dimensional (3D) anatomy applications on learning processes and to examine the role of these technologies in anatomy education. Materials and Methods: This study was designed as a narrative literature review. A comprehensive search was conducted in PubMed, Scopus, and Google Scholar databases using keywords such as “3D anatomy,” “virtual anatomy,” “anatomy education,” “augmented reality,” and “virtual reality.” Studies published between 2010 and 2025, directly related to anatomy education and including 3D, VR, or AR technologies, were included. The selected studies were analyzed using a thematic approach under categories such as academic performance, spatial perception, knowledge retention, student motivation, and comparison with traditional methods.. Results: The findings indicate that 3D anatomy applications provide significant advantages, particularly in improving spatial perception, enhancing conceptual understanding, and increasing student motivation and engagement. In many studies, 3D technologies were associated with improved academic performance, although results varied depending on study design and learning context. Evidence also suggests that these technologies can support long-term knowledge retention, especially when integrated effectively into the learning process. However, 3D applications did not consistently demonstrate superiority over traditional methods in all learning outcomes. Conclusion: Three-dimensional anatomy applications represent an important innovation in anatomy education. However, their effectiveness depends on pedagogical integration rather than technology alone. Keywords: 3D, anatomy, education, virtual reality.
Murat Abdülgani Kuş (Tue,) studied this question.