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Recently, the use of digital education such as three-dimensional virtual reality (3D VR) technology has become a promising system to aid learning and training in learning anatomy. In the medical sciences, it is important to understand the main concepts of anatomy before interacting with or performing procedures on patients. This technology helps the user to enhance their learning experience, as well as improving immersion, concentration, interest, enjoyment, and knowledge. While there are numerous articles on specific applications of VR in medicine, there are only a small number of systematic works currently exists on how researchers have applied the VR, especially in studies of anatomy. This study presents a Systematic Literature Review (SLR) on the use of VR and the type of VR technologies used in anatomy education. It is based on articles published on PubMed digital libraries from 1999 to 2020 and aims to describe the landscape and trajectory of development for the use of VR technology in anatomy education. [ABSTRACT FROM AUTHOR]

Serious games has become a priceless tool in learning because it can simulate abstract concept to appear more realistic. The problem faced is that the players have different abilities in playing games. This causes the players to become frustration if the game is too difficult or to get bored if it is too easy. Serious games have non-player character (NPC) in it. The NPC should be able to adapt to the players in such a way so that the players can feel comfortable in playing the games. Because of that, serious games development must involve an adaptive engine, which is by applying a learning machine that can adapt to different players. The development of adaptive engine can be viewed in terms of the frameworks and the algorithms. Frameworks include rules based, plan based, organization description based, proficiency of player based, and learning style and cognitive state based. Algorithms include agents based and non-agent based. [ABSTRACT FROM AUTHOR]