Objective To explore the integration value of mobile virtual reality devices in the classroom teaching of human anatomy, and to evaluate their potential impact on the in-depth construction of human anatomy knowledge, the cultivation of spatial cognitive ability, and the transformation of teaching paradigms from the perspectives of cognitive load theory and situated learning.   Methods The undergraduate students majoring in clinical medicine in Peking University were selected as the research objects. Among them, students in grade 2019 were the control group, and students in grade 2022 were the experimental group, introducing movable virtual anatomy equipment and other teaching auxiliary method  in theory and practice courses. The final exam scores of the two groups of students were compared, and a questionnaire survey was conducted for the experimental group after the course, and the survey result  were statistically analyzed.   Results The final examination result  showed that the average score of the experimental group was 82.47±10.19, and the average score of the control group was 74.82±16.56, which was significantly higher in the experimental group than in the control group, with statistical significance (P<0.05). The questionnaire survey result  showed that compared with traditional classroom teaching, 94.62% of students preferred the new auxiliary teaching mode such as VR, 96.77% of students believed that VR assisted teaching could achieve the traditional teaching effect or better, 95.7% of them think that it improved students’ interest in learning human anatomy, and 98.92% thought that it improved students’ knowledge of anatomy.    Conclusion  The application of mobile virtual reality devices in anatomy classroom teaching provides immersive and interactive 3D visualization teaching scenarios, effectively reducing students’ cognitive load on abstract and complex anatomical structures, promoting spatial understanding and knowledge internalization, significantly improving teaching effectiveness and self-learning ability, thus changing the traditional anatomy teaching mode and laying a solid foundation for the development of future medical education and the cultivation of medical talents.