Table 1. Variables extracted from papers.

Author (year)	Year	Aim	Application type	Target Population	Education level	Domain	Outcome measure
Nicholson et al. (32)	2006	Evaluating the effectiveness of the 3-dimensional anatomy model	3-dimensional VR	60 medical students	First-year medical students	Anatomical ear model	The results of the three-dimensional model evaluation in this study were positive and could enhance the learning of medical students.
Solyar et al. (33)	2008	Evaluation of sinus surgery simulator	Endoscopic sinus surgery simulator	15 medical student	First-year	Nasal	The results of the study showed that the use of the simulator as a nasal and paranasal sinus anatomy learning tool is helpful.
Petersson et al. (20)	2009	Evaluation of the 3-dimensional method	Virtual reality	137 medical student	Second and fifth-semester medical student	Anatomy	The results of the study show the positive effect of using virtual reality in learning anatomy.
Seixas-Mikelus et al. (34)	2010	Evaluating the use of virtual reality robotic surgical simulator	Virtual reality robotic surgical simulator	10 medical students and residents	---	Surgical anatomy	Virtual reality robotic surgical simulator has been reported as an effective tool for enhancing the ability to learn surgical anatomy.
Fang et al. (9)	2014	Evaluation of 3-dimensional, haptic, virtual reality simulator to teach temporal bone	3-dimensional, haptic, virtual reality temporal bone simulator	7 otolaryngology residents and 7 medical students	Fifth-year of postgraduate & (MD) fifth through the seventh year	Temporal bone	The results of the study indicated that the simulation technology would increase confidence level, efficiency and reduce educational errors.
Küçük et al. (10)	2016	Assessing the effectiveness of learning anatomy with mobile augmented reality (mAR)	Augmented reality	70 medical students	Second-year undergraduate	Neuroanatomy	The success of the students using the mAR applications for learning anatomy was more than the control group and because of flexibility, it has a positive impact on learning.
Author (year)	Year	Aim	Application type	Target Population	Education level	Domain	Outcome measure
Ma et al. (21)	2016	Develop an augmented reality system to education	Augmented reality	72 students and 7 clinicians	Anatomy student and first-year and final year undergraduate medical students	Human anatomy	The use of the augmented reality interactive system has been reported useful for anatomy education.
Moro et al. (12)	2017	Evaluating the effectiveness of using VR & AR compared to tablet-based apps for learning anatomy	VR & AR and 3D tablet	50 Biomedical, health sciences, 5medical student and 4 other faculties	----	Skull anatomy	The results of this study revealed virtual reality and augmented reality as an effective learning tool for teaching anatomy content.
Rochlen et al. (22)	2017	The usability and feasibility assessment of augmented reality to teach needle placement	Augmented Reality	40 medical students and anesthesiology residents	Third and fourth-year	Internal anatomy	Results of this study indicated augmented reality has been helpful in teaching internal anatomy.
Stepan et al. (13)	2017	Evaluating the effectiveness of virtual reality in teaching neuroanatomy	Virtual reality simulation	66 medical students	First-year and 2nd year	Neuroanatomy.	Students' experience of virtual reality was positive in the field of neuroanatomy and increased their motivation for learning.
Kugelmann et al. (11)	2018	Evaluation of augmented reality magic mirror system for teaching anatomy	Augmented reality magic mirror system	880 medical students	First-year	Human anatomy	Students in this study referred to the positive impact and potential of using augmented reality.
Maresky et al. (35)	2018	The effectiveness of VR for the education of cardiac anatomy	virtual reality	Forty-two undergraduate medical students	First-year medical students	Cardiac anatomy	The results of the study showed that virtual reality technology is considered as an effective tool for training anatomy of the heart.