Schott, DannyHeinrich, FlorianKunz, MatthiasMandel, JonasAlbrecht, AnneBraun-Dullaeus, RüdigerHansen, ChristianGarrison, LauraJönsson, Daniel2024-09-172024-09-172024978-3-03868-244-82070-5786https://doi.org/10.2312/vcbm.20241191https://diglib.eg.org/handle/10.2312/vcbm20241191The complexity of embryonic heart development presents significant challenges for medical education, particularly in illustrating dynamic morphological changes over short time periods. Traditional teaching methods, such as 2D textbook illustrations and static models, are often insufficient for conveying these intricate processes. To address this gap, we developed a multi-user Mixed Reality (MR) system designed to enhance collaborative learning and interaction with virtual heart models. Building on previous research, we identified the needs of both students and teachers, implementing various interaction and visualization features iteratively. An evaluation with teachers and students (N = 12) demonstrated the system's effectiveness in improving engagement and understanding of embryonic heart development. The study highlights the potential of MR in medical seminar settings as a valuable addition to medical education by enhancing traditional learning methods.Attribution 4.0 International LicenseCCS Concepts: Applied computing → Interactive learning environments; Human-centered computing → Mixed / augmented realityApplied computing → Interactive learning environmentsHumancentered computing → Mixed / augmented reality10.2312/vcbm.202411915 pages