Dr Christina Byun, Nexus Fellow, UNSW
Students continue to learn long after they leave the classroom. Yet limited access to learning spaces and resources can interrupt that learning journey.
In 2025, our team explored how we could extend learning beyond scheduled classes by creating digital spaces that students could access anytime, anywhere. This led to two complementary initiatives at the University of New South Wales (UNSW): a Virtual Anatomy Lab and a Virtual Gallery. Although developed for different purposes, both projects shared the same goal – to support learning, engagement and a stronger sense of belonging (Korhonen et al., 2019; Gillen-O’Neel, 2021; Alkhammash et al., 2025).
Accessing the laboratory beyond its walls
Anatomy education has traditionally relied on practical laboratory experiences. However, students have consistently told us they wanted greater opportunities to revisit anatomical materials outside their two-hour weekly classes. This was particularly important for students studying online, at rural campuses, or those facing accessibility challenges.
Using UNSW TALIA, a university-developed immersive authoring platform, we created the Virtual Anatomy Lab. Students can navigate a digital version of the anatomy laboratory as though they are physically present. To enrich the experience, we integrated high-quality interactive 3D anatomical models created using a low-cost mobile application, Polycam. Students can rotate, zoom, and identify anatomical structures within the virtual environment, allowing them to explore spatial anatomy at their own pace.
The Virtual Anatomy Lab is not intended to replace face-to-face practical classes. Instead, it extends them by allowing students to prepare before laboratory sessions, revisit structures afterwards, and revise for practical assessments whenever they choose. Most importantly, the project demonstrates that immersive learning no longer requires expensive virtual reality equipment or specialist software. Accessible technologies can create meaningful and engaging learning experiences for all students.
Turning a single assessment submission into a shared learning experience
In large first-year courses, students often submit group assessments without ever seeing the impressive work their peers produce.
To change this, we transformed a traditional group poster assessment into a digital exhibition, using the same TALIA platform. Rather than remaining hidden within the learning management system, student posters were displayed in an interactive Virtual Gallery organised by health conditions. Students could explore the exhibition, learn from one another’s work, and vote for their favourite poster in a ‘People’s Choice Award’.
The response exceeded our expectations. Almost 90% of students reported that viewing their peers’ work and participating in the gallery made the assessment more engaging and valuable. Staff also recognised the gallery’s potential to create an authentic conference-style experience while fostering creativity, peer learning and community.
More importantly, the gallery transformed assessment from a final submission into an ongoing learning opportunity. Students were exposed to a wider range of topics, discovered new ways to communicate scientific ideas, and celebrated their peers’ achievements.
Keeping the doors open
Both projects demonstrate that thoughtfully designed virtual spaces can complement face-to-face teaching. By extending access beyond physical classrooms, they provide greater flexibility, encourage self-paced learning, and help students remain connected to both learning resources and one another.
As educators, we often face constraints of time, budget and workload. However, meaningful innovation does not always require complex or expensive technology. Sometimes, it simply begins by listening to what students need and finding creative ways to remove barriers.
Our virtual spaces have not replaced the physical classroom, they have simply kept the doors open a little longer, allowing learning and belonging to continue long after students leave campus.
References
Alkhammash, L., Saraco, A. N., Goes Schaurich, C., Lo, B. S. Y., & Krebs, C. (2025). The impact of an immersive virtual reality anatomy lab for informal science education. Anatomical Sciences Education, 18(12), 1373–1387. https://doi.org/10.1002/ase.70087
Gillen-O’Neel, C. (2021). Sense of Belonging and Student Engagement: A Daily Study of First- and Continuing-Generation College Students. Research in Higher Education, 62(1), 45-71. https://doi.org/10.1007/s11162-019-09570-y
Korhonen, V., Mattsson, M., Inkinen, M., & Toom, A. (2019). Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education. Frontiers in Psychology, 10, Article 1056. https://doi.org/10.3389/fpsyg.2019.01056
Acknowledgements
I gratefully acknowledge Patrick Chau, Kosta Kotsidis and Ali Ashrafy for their contributions to the development of the Virtual Anatomy Lab, and Jo Tay for her leadership in developing the Virtual Gallery. Their creativity and willingness to innovate and collaborate made these initiatives possible.