Exploring the place of immersive technology for improved anatomy education

Abstract

Challenges in anatomy learning, such as difficulties in visualizing anatomical structures and interpreting two-dimensional (2D) textbook images, hinder students’ comprehension and retention, driving the urgent need for innovative teaching methods in anatomy education. Anatomy education has evolved over time to now include advanced technologies to address the challenges students face when learning anatomy. However, research on such technologies and its impact on anatomy learning, especially in the South African context, is limited. Therefore, this study aimed to evaluate user experience and effectiveness of the Augmented Reality (AR) mobile anatomy application (Anat_Hub), with first-year students enrolled for anatomy at the University of the Western Cape (UWC), in motivating students and enhancing their academic performance in learning the anatomy of the musculoskeletal system, using the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model. This study adopted a mixed-methods research approach, combining both quantitative and qualitative data to provide a comprehensive understanding of students’ learning experiences, academic performance, and motivation when using the Anat_Hub AR mobile application, in comparison to traditional learning resources such as textbooks, lecture slides, physical models, and practical specimens. A convergent parallel research design was employed, wherein quantitative and qualitative data were collected simultaneously, analyzed separately, and then integrated during the interpretation phase. To demonstrate this, a true experimental design was carried out to evaluate the experience and efficiency of the Anat_Hub AR mobile application in learning about the musculoskeletal system, impact on academic performance, and student motivation using the ARCS model. The design and development of the Anat_Hub application was influenced by cognitive model theories, including social constructivism, information processing, and metacognition, which focus on how individuals acquire and understand information through their mental processes. The research focused on three areas: (i) student demographics and experience with Immersive Technologies (ITs), (ii) student academic performance with the implementation of an AR mobile application tool, and (iii) student motivation using traditional resources versus the addition of the AR tool. In the pilot study, 40 participants were randomly assigned to a Traditional Resources (TR) (n = 20) or Anat_Hub (AH) group (n = 20). The following main study consisted of 187 participants who were randomly assigned to either the TR (n = 101) or AH group (n = 86).