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Nowadays, Augmented and Virtual Reality in teaching disciplines such as Human Anatomy has made it possible to promote learning through a gamification process that allows the development of teaching-learning proposals that improve students' motivation significant learning and not merely memoirist. This new practice moves away from the traditional methods used in Human Anatomy subjects. In particular, this work shows the result of implementing a methodology based on Virtual Reality in high school students within the subject of human anatomy. Specifically, this implementation was developed in students (n = 16), all of them belonging to a public education centre. Moreover, they were involved in nursing care, primary nursing techniques. The results, derived from the analysis of the instrument used to assess their level of acceptance and their level of learning, showed a significant increase in both motivations for learning and the acquisition of knowledge in the area (significance * p <0.001, T-Student). Our study concludes that the use of Virtual Reality improves the learning and motivation of students in daily practice.

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