De-identified Participant-Level Dataset of Perceived Workload Across Physical Specimens, 2D Textbooks, and 3D Extended Reality in Anatomy Education

This dataset contains de-identified participant-level responses from 241 medical students who evaluated perceived workload associated with three anatomy learning modalities: physical anatomical specimens, two-dimensional (2D) textbook and atlas materials, and three-dimensional (3D) holographic and extended reality (XR) learning environments. The study employed a within-participant, post-exposure comparative survey design. Each participant assessed all three learning modalities using six parallel items informed by the NASA Task Load Index (NASA-TLX), yielding 18 ratings per participant. The six assessed dimensions were mental demand, physical demand, temporal demand, perceived performance, effort, and affective comfort. Responses were recorded on a seven-point scale (1–7). Higher values indicate greater perceived demand or effort and poorer perceived performance, whereas higher affective comfort scores indicate more favorable emotional experiences. The dataset contains the original numerical responses and a sex variable. Direct participant identifiers, timestamps, and other demographic information have been removed. Variable names and response labels have been translated from Polish into English for clarity and consistency. All original numerical response values remain unchanged. The dataset is organized into three clearly identified groups of variables: PHYSICAL SPECIMENS, 2D TEXTBOOK MATERIALS, and 3D HOLOGRAPHIC XR. The de-identification procedure and its adequacy for public data sharing were confirmed following consultation with the institutional Bioethics Committee. These data support reproducibility and secondary analyses of perceived workload differences between conventional and immersive anatomy learning modalities. The questionnaire was adapted from NASA-TLX and should not be interpreted as an unmodified administration of the original instrument.