Neuroanatomy Learning: Augmented Reality vs. Cross-Sections

Autor: Anne-Marie van Cappellen van Walsum, Jan G. M. Kooloos, Marianne M. van den Hurk, Guido de Jong, Marc A.T.M. Vorstenbosch, Loes van den Heuvel, Dylan J H A Henssen, Ronald H. M. A. Bartels
Rok vydání: 2018
Předmět:
0301 basic medicine
Male
Research Report
Embryology
020205 medical informatics
02 engineering and technology
neuroscience
Cognition
0202 electrical engineering
electronic engineering
information engineering
media_common
neuroanatomy education
Augmented Reality
Anatomy
Cross-Sectional
Dissection
Brain
General Medicine
Disorders of movement Donders Center for Medical Neuroscience [Radboudumc 3]
Anatomy education
Test (assessment)
medicine.anatomical_structure
Female
Curriculum
Anatomy
Psychology
Clinical psychology
Histology
Adolescent
neuroanatomy
media_common.quotation_subject
education
Learning and Plasticity
Other Research Donders Center for Medical Neuroscience [Radboudumc 0]
Healthcare improvement science Radboud Institute for Health Sciences [Radboudumc 18]
Education
03 medical and health sciences
Young Adult
Imaging
Three-Dimensional
Perception
cross‐sectional anatomy
medicine
Humans
Learning
Students
undergraduate education
Other Research Radboud Institute for Health Sciences [Radboudumc 0]
Research Reports
Focus group
Reconstructive and regenerative medicine Radboud Institute for Health Sciences [Radboudumc 10]
Augmented reality
030101 anatomy & morphology
Educational Measurement
medical education
Cognitive load
Magnetic Resonance Angiography
Neuroanatomy
Program Evaluation
Zdroj: Anatomical Sciences Education
Anatomical Sciences Education, 13, 353-365
Anatomical Sciences Education, 13, 3, pp. 353-365
ISSN: 1935-9780
1935-9772
Popis: Contains fulltext : 219124.pdf (Publisher’s version ) (Open Access) Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load and motivation after neuroanatomy learning by using AR applications or by using cross-sections of the brain. Prior to two practical assignments, a pre-test (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a post-test similar to the pre-test and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants' perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ±1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 13 p.
Databáze: OpenAIRE
Externí odkaz: