Educational Potential of Augmented Reality Mobile Applications for Learning the Anatomy of the Human Body

Dreimane, Santa; Daniela, Linda

doi:10.1007/s10758-020-09461-7

Cited by 16 publications

(10 citation statements)

References 30 publications

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“…Using smartphone-supported apps is a way to provide everyone a chance to use AR experiences in the learning process (Dreimane and Daniela, 2021). Therefore, this research deals with primary and secondary school students' acceptance of MAR apps (that can be used as a supplement in biology teaching/learning).…”

Section: Discussionmentioning

confidence: 99%

“…Like in the study done by Dreimane and Daniela (2021), we also finished the evaluation process with a limited number of usable MAR apps. Teachers' access to suitable AR/VR content is a bottleneck when it comes to the broader adoption of immersive technologies in education (Garcia Estrada and Prasolova-Førland, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, one of the biology-themed MAR apps used in the study by Fuchsova and Korenova (2019) is no longer available as well. Therefore, usable AR content (in currently available free mobile apps that can be used for biology teaching) is limited and learners cannot always use it independently (due to low information architecture and/or educational value, see Dreimane and Daniela, 2021), but it can be integrated (as a supplement) into activities and teacher-created materials to engage students with the teaching content in classrooms or online. However, the question regarding the reliability of using free MAR apps (as the main option for integrating AR in educational settings) is still open.…”

Section: Discussionmentioning

confidence: 99%

“…Still, using so-called "off-the-shelf" apps in learning environments is not a straightforward process since available immersive experiences need to be evaluated first and matched with teaching content and lesson goals (Stojšić et al, 2019b). For example, Dreimane and Daniela (2021) analyzed 41 MAR apps (from the App Store) related to the anatomy of the human body, but only seven met the selection criteria. The same authors believe that commercial MAR apps can be successfully integrated into the learning process (but before all else teachers need to understand the educational potential and limitations of those apps) and proposed an evaluation framework with 19 criteria divided into three groups: (a) technological performance, (b) information architecture, and (c) educational value (Dreimane and Daniela, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

Stojšić

Ostojić²,

Stanisavljević

2022

IJCRSEE

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Augmented reality is often indicated as a usable educational technology that can be integrated into biology classes to overcome the shortcomings of traditional teaching (such as lack of visualization of abstract teaching content, students’ low participation and interest in classes, and their insufficient understanding of complex topics). Mobile applications with augmented reality experience mode have the potential to be used in online, blended/hybrid, and in-person teaching, which is particularly important during emergencies. This study’s purpose was to determine primary and secondary school students’ acceptance of augmented reality content in commercial mobile applications that can be used as a supplement in biology teaching. A total of 188 students (from schools included in this research) completed the online questionnaire. The results showed that the majority of students perceived mobile augmented reality applications as useful and easy to use, had a positive attitude, and expressed intention to use this educational technology if given the opportunity. The importance of prior evaluation regarding educational usability and performance is highlighted since technical quality (of used mobile applications) had a strong positive effect on perceived usefulness and perceived ease of use. There were no statistically significant differences between female and male and primary and secondary students, but students with prior experience with augmented reality rated perceived usefulness higher. Despite positive results, we need to raise our concerns regarding the reliability of using mobile augmented reality in biology education due to the lack of usable free content and the frequent cancellation of authoring tools and applications.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

Stojšić

Ostojić²,

Stanisavljević

2022

IJCRSEE

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“…1. Technologies that help to see knowledge differently, such as simulations, applications and videos, which help to expand the dimensions of perceived information, thus ensuring a more complete learning process, because the methods used help to broaden the understanding of certain concepts by offering their visualization (Dreimane & Daniela, 2020;Mayer, 2014).…”

mentioning

confidence: 99%

Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning

Daniela

2021

Tech Know Learn

Self Cite

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People have long talked about the use of technology in education and are looking for ways to incorporate different scientific advances into the learning environment, both to help students learn and make learning more interesting for them as well as to ensure that future generations can innovate based on previously accumulated knowledge. Today, when we talk about technology-enhanced learning, we mean the possibilities created by digital technology, which has become widely available to everyone thanks to both the creation of Intel's digital microprocessor in 1971 (

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Application of augmented reality models of canine skull in veterinary anatomical education

Jiang,

Huang

et al. 2024

Anatomical Sciences Ed

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Veterinary anatomy plays a crucial role in the curriculum for veterinary medicine and surgery. The integration of modern information technology in veterinary education can greatly benefit from innovative tools such as augmented reality (AR) applications. The aim of this study was to develop an accurate and interactive three‐dimensional (3D) digital model of an animal skull using AR technology, aiming to enhance the learning of skull anatomy in veterinary anatomy education. In this study, a canine skull specimen was isolated, and the skull bones were scanned using a structured light scanner to create a 3D digital model of the canine skull, which was found to be indistinguishable from the original specimen by measurement of skull proportions. Furthermore, the interactive AR model of the canine skull, displayed using Unity3D, was subjected to testing and evaluation by 60 first‐year veterinary medical students attending the gross anatomy of the animal. The students were divided into two groups: the traditional group and AR group. Both groups completed an objective test and a questionnaire. The evaluation of learning effectiveness in the test revealed no significant difference between the traditional group (which learned using textbooks and a canine skull specimen) and AR group (which learned using AR tools). However, in the questionnaire, students displayed high enthusiasm and interest in using the AR tool. Therefore, the application of AR tools can improve students' motivation for learning and enhance the comprehension of anatomical structures in three dimensions. Furthermore, this study exemplifies the use of AR as an auxiliary tool for teaching and learning in veterinary anatomy education.

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Educational Potential of Augmented Reality Mobile Applications for Learning the Anatomy of the Human Body

Cited by 16 publications

References 30 publications

Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning

Application of augmented reality models of canine skull in veterinary anatomical education

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