Medical faculty students’ views on anatomy learning via mobile augmented reality technology

Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

doi:10.5961/jhes.2015.133

Cited by 18 publications

(15 citation statements)

References 31 publications

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“…It appeals to many senses, and contributes to the development of several unique skills, even in the classroom environment (Hung, Chen, & Huang, 2017;Ozdemir, 2017). When the literature is examined, it is seen that it is used in physics education: especially in the subjects of magnetism, magnetic field lines, astronomy and electricity (Abdusselam & Karal, 2020;Martin Gutierrez, Fabiani, Benesova, Meneses-Fernandez, & Mora, 2015;Zhang, Sung, Hou, & Chang, 2014); in chemistry education: especially in the subjects of periodic table, the properties of the atom (Wojciechowski & Cellary, 2013); in biology education specifically with regard to human anatomy, genetics and ecosystem issues (Hsiao, Chen, & Huang, 2012;Kucuk, Kapakin, & Goktas, 2015). Augmented reality is used not only on the basis of theoretical education but also as an interesting technological application in informal teaching environments.…”

Section: Introductionmentioning

confidence: 99%

Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

Çakır

Güven

Çelik

2020

IJTE

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This research aims to determine the effect of MAR′s integration into 5E learning in teaching biology. Particularly, its impact on the academic success of the preservice teachers and their attitudes towards digital technology is studied. To this end, the convergent parallel mixed research method is used. The study was conducted with the 31 preservice science teachers in a General Biology Laboratory Course in the 2018-2019 academic year. As the data collection tools, “Achievement Test with Open-Ended Questions”, “Attitude Scale towards Digital Technology” and “Semi-Structured Interview Form” were used. The evaluation of the research results indicates that MAR practices in the biology laboratory have increased the academic success and positively affected the attitudes of preservice teachers towards digital technology. Moreover, preservice teachers expressed that applications of MAR facilitated their learning and understanding, making the lessons more attractive. Accordingly, the use MAR applications are recommended in teaching Biology to examine various anatomical structures.

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Section: Introductionmentioning

confidence: 99%

Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

Çakır

Güven

Çelik

2020

IJTE

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“…New approaches are tried to facilitate learning mostly in medical anatomy training. In most of these, efficiency is measured by conducting surveys among students [4,17,21,23] .…”

Section: Discussionmentioning

confidence: 99%

“…There are also other different methods that are used as alternatives in anatomy training. These are digital, nondigital 3D imaging [15,18] , Mobile Augmented Reality [17,27] and methods of painting live material [3] . In this study, apart from these methods, plastic model dressing method has been applied.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, methods such as book, atlas, model, visualization and simulation are also used in anatomy education [3,5,6,[11][12][13] . In anatomy training, as an addition or alternative to these methods, lectures using new methods have been gaining an increasing importance [2,4,[14][15][16][17] . Furthermore, the efficiency of the methods used in anatomy education has also been studied [10,14,18,19] .…”

Section: Introductionmentioning

confidence: 99%

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Kil Modelleme ve Plastik Model Giydirme Tekniğinin Veteriner Anatomi Eğitimine Etkisi

Onuk¹,

Çolak²,

Arslan³

et al. 2019

Kafkas Univ Vet Fak Derg

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In addition to classical anatomy applications, particularly in medicine education, the contribution of different methods (3D modeling, body painting and clay modeling) has been investigated for the purpose of anatomy training. In recent years, clay modeling which is the one of these methods is frequently used. The aim of the present study was to determine the contribution of clay modeling and plastic model dressing methods to veterinary anatomy training. The ruminant forelimb's bones, joints, muscles and nerves were chosen as the topic of this study. Clay material was used for bone models, coloured play dough were used for joints, and Colored Eva Sponges were used for muscles and nerves. Students were divided into two groups as new method group and classical method group. The students were given exams and the results of exams were evaluated at the end of each application. It was detected that the student success rate increased when clay modelling and plastic model dressing methods were employed (P<0.05). There was no significant difference for the lesson success rate between male and female students (P>0.05). With this study, the clay modeling and plastic model dressing methods applied for the first time in veterinary anatomy training was found to increase student achievement and motivation significantly. Furthermore, we believe that organ models prepared by this method will contribute to education.

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“…Recently, in Business Orientation classes, AR applications and games were practiced to enhance students' understanding and concluded with students' positive feedbacks (Johnson, & Westbrooks, 2021). In teaching anatomy, a mobile AR application was developed and practiced with medical faculty students (Kucuk et al, 2015). In the study, students' views toward mobile AR-based technology and learning were examined.…”

Section: Augmented Reality In Educationmentioning

confidence: 99%

Development and Evaluation of an Augmented Reality Microscope for Science Learning: A Design-Based Research

Abdüsselam

Kilis

2021

IJTE

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This study aims to develop and evaluate an augmented reality microscope, “MicrosAR”, for a middle school Science course, which was aimed for use both in and out of school, and to understand the users’ perceptions about it. The study adopted design-based research to iteratively develop and evaluate the MicrosAR. Learning activities and working handouts in the application were grounded upon inquiry-based learning. The initial prototype was evaluated with 99 middle school students, as well as 18 preservice and six experienced in-service science teachers. The second prototype was then evaluated with 96 different middle school students. Accordingly, design changes were applied to the second prototype to present the final product development. Participants’ experiences and perceptions were gathered through a self-developed, paper-based instrument after they practiced with the MicrosAR. The findings indicated that the MicrosAR was favored by and recognized as an effective and useful tool by the participants. The study highlighted the benefits that augmented reality technology and such an application can offer for learning purposes, and that it can be practiced at any place to deliver a “real” learning experience over virtual platforms, thereby saving costs, enhancing its availability, and improved learner interest.

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Medical faculty students’ views on anatomy learning via mobile augmented reality technology

Cited by 18 publications

References 31 publications

Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

Kil Modelleme ve Plastik Model Giydirme Tekniğinin Veteriner Anatomi Eğitimine Etkisi

Development and Evaluation of an Augmented Reality Microscope for Science Learning: A Design-Based Research

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