The Effect of Mobile Applied Anatomy Learning on Students’ Academic Success, Cognitive Loads, and Attitudes

Abstract

Purpose/Objectives Anatomy has always been one of the most important components of Health Science education. Worldwide, anatomy education is given in an environment based on cadaver, touch and 3D designs. However, this process has become quite difficult as the pandemic restricted use of laboratory procedures, models, and other learning materials. Therefore, education with mobile applications has become much more important. The aim of this study was to measure the effect of mobile applications used in anatomy course, which is one of the courses that form the basis of medical science, on the success levels of students, and to evaluate their perspectives on this method. Methods In this study, a real experimental research model with pretest–posttest control group was used in order to determine the difference that may occur between academic achievement and cognitive load when anatomy course students use traditional method or mobile application technology learning method. Results The findings of the study showed that the students in the experimental group, in which mobile applications were used in the anatomy course, had higher achievement levels and lower cognitive loads than the students in the control group. Another point that was determined was that the students in the experimental group were satisfied with the fact that the use of the mobile application facilitated learning, and they learned better as the ease of use in the mobile application increased.