Applying AR-based infographics to enhance learning of the heart and cardiac cycle in biology class

The effects of augmented reality‐supported instruction in tertiary‐level medical education

“…The critical finding reported is that AR improves learning of ME materials over the traditional lecture approach. Such findings are consistent with previous studies (Dehghani et al., 2020; Zargaran et al., 2020), which indicated that, unlike the restricted intuitiveness that the two‐dimensional graphic images in textbooks and handouts present, the 3D element that AR offers enabled learners to develop stronger spatial awareness related to the structure and functionalities of the anatomical components. Moreover, after accounting for the constraints imposed when considering the conduct of laboratory practices in ME (eg, the cost of specialised equipment, the need for monitoring and supervision), the introduction of alternative didactic solutions—even supplementarily—is justified.…”

“…There is a broad agreement across researchers that AR‐supported instruction can generally promote active learning and assist students to explore freely any cognitively demanding tasks using simulated, realistic settings with representational fidelity, thus developing students' theoretical knowledge through instructional practices using portable and handheld devices (Tang et al., 2020). Studies have addressed the value of different AR applications in relation to student experience tasks or practices in ME in a number of ways, including: assessing students' learning efficiency by visualising the data with the infographic illustration of AR apps (Dehghani et al., 2020); exploring the feasibility of a three‐dimensional (3D) human heart module (Kiourexidou et al., 2015); and comparing different computing devices to assess whether learning structural anatomy by utilising VR or AR‐supported technology can be as effective as tablet‐based applications (Moro et al., 2017). Other research (Moro et al., 2020; Vergel et al., 2020) has focused explicitly on the comparison and identification of the most appropriate combination of immersive technology solutions (HoloLens, VR‐tabletop) for the didactic of anatomy training.…”

“…Dehghani et al. (2020) pointed out that the applicability of AR‐supported instruction had significant effects on 10th‐grade students learning biology. The combination of AR apps and infographic visualisation mitigated the complexity of difficult issues owing to the variety of visual objects which were projected.…”

“…However, early findings are limited and insufficient to recommend its adoption into ME programs. Relevant studies (Kiourexidou et al., 2015; Moro et al., 2017) have concluded that students’ preferences and attitudes do not provide satisfactory evidence on which practitioners may draw in delivering AR‐supported instruction in medical courses, implying the need for additional empirical research (Dehghani et al., 2020; Vergel et al., 2020) into the effect of AR‐supported instruction on ME students’ academic performance and satisfaction.…”

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

“…ESD methodology and STEM teaching share certain similarities: according to Ahel and Lingenau [23] for example both promote problem-solving and cooperative learning strategies to enable learners to tackle future problems. Studies on digital STEM teaching cover a variety of approaches: comparing synchronous and asynchronous approaches, incorporating VR (Virtual Reality) and AR (Augmented Reality) elements, and mobile learning with specific apps and games to name just a few [24][25][26][27]. Thompson et al [28] point out that problem-solving skills are more difficult to train when taught online.…”