As digital innovation reshapes educational paradigms globally, medical education increasingly integrates immersive technologies such as Virtual Reality (VR), Augmented Reality (AR), anatomage tables, and interactive anatomy platforms. This study investigates their pedagogical value by examining the perceptions of undergraduate students and faculty members of the impact of such tools on student engagement, motivation, and knowledge retention in Dutch medical schools. Drawing upon Kolb’s Experiential Learning Theory (ELT) and the Technology Acceptance Model (TAM), it combines pedagogical and technological lenses to evaluate both educational benefits and implementation barriers.

The research employed a qualitative design based on semi-structured interviews with 15 participants (medical students and faculty members) from various Dutch institutions. Thematic analysis identified key themes related to tool usage, experiential learning impact, and institutional readiness. Findings show that immersive technologies are primarily used as supplementary tools, enhancing spatial understanding and visual learning, particularly in anatomy education. Students report increased engagement and motivation when these tools are integrated meaningfully with clinical scenarios or practical content.

However, the study reveals a consistent lack of systematic curricular integration. Adoption largely depends on individual educators, resulting in unequal access and inconsistent implementation. Institutional challenges include high costs, limited infrastructure, insufficient teacher training, and technical issues. Furthermore, while the immersive experience enhances interaction, some students report cognitive overload and a lack of realism compared to hands-on clinical experience.

Despite these limitations, the tools hold considerable promise when incorporated into hybrid models that blend traditional methods with interactive technologies. The research confirms that students are more likely to engage with and benefit from these technologies when they perceive them as useful, intuitive, and directly linked to learning objectives. ELT highlights how students actively engage through concrete experience and reflection, while TAM illuminates the importance of perceived ease of use and institutional support.

This study contributes both theoretical and practical insights for curriculum designers, educators, and policymakers. It underscores the necessity of coordinated institutional strategies, including targeted teacher training and infrastructure investment, to move beyond ad hoc implementation. By embedding immersive digital tools within experiential and context-rich learning environments, medical education can become more engaging, inclusive, and future-ready.

Keywords: Medical education, qualitative research, augmented reality, anatomage tables, virtual reality, student engagement.