The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

Abstract

The widespread use of smartphones has led to the emergence of new mobile learning tools. The aim of this study was to compare traditional methods to mobile learning applications, and their effect on the academic achievement and anxiety levels of students learning genital system anatomy. This research study was a randomized controlled study conducted with students who took anatomy between November and December 2018. The cohort consisted of 63 students who met the sampling criteria. Groups (control = 31, experimental = 32) were randomly selected using a simple number table. The mobile application developed for the experimental group was installed on the students' mobile devices with the extension "genitalsystem.apk." The anatomy of the genital system was taught to the control group using the standard curriculum and to the experimental group using the mobile application. After teaching the anatomy of the genital system, the state anxiety levels of the students in the control group were determined to be higher at 45.6 (±8.7) than the experimental group at 40.4 (±8.3) as measured by the 20-80 point STAI scale. The posttest examination average of the control group was 8.9 (±6.9) out of 22 or 40.4 (±6.9)% and the posttest average of the experimental group using mobile application was 14.9 (±5.5) or 67.7 (±5.5)%. State anxiety levels and examination grades showed a highly significant difference in favor of the experimental group. These results indicate that using mobile applications when teaching anatomy may be an effective method to enhance learning and reduce anxiety levels when compared to the traditional teaching methods. Anat Sci Educ 15: 155-165.

A new model in medicine education: smart model education set

“…Anatomy education, one of the most important components of basic medical sciences, is included in the preclinical curriculum in medical faculties. One of the most important reasons for this is the low number of cadaveric donations [ 5 ]. Therefore, there is a need for new methods to support anatomy education.…”

Anatomi eğitiminde mobil öğrenmenin öğrencilerin öğrenme becerileri ve motivasyonuna etkisi: sistematik derleme

“…The authors of the articles included in the study presented many views on how anatomy education is used for learning and teaching in the classroom and virtual environment (Bolatli & Kizil, 2022;Fernández-Alemán, Lopez-Gonzalez, et al, 2016 and various research methodologies were used to examine the possibilities and limitations of mobile use.…”

“…These features have brought significant innovations in educational technology by expanding the boundaries of traditional educational methods and have led to an increase in the use of mobile learning. (Bolatli & Kizil, 2022).…”

The outcomes of a mobile just-in-time-learning intervention for teaching bioethics in Pakistan

“…Efficiency in acquiring new information [ 19 ], portability, resonance with life context and the stage of residency were found to influence residents’ usage of m-Learning, as were the trustworthiness of information received and the relevancy of the material [ 20 ]. m-Learning has been used in undergraduate and graduate medical education, such as ECG technique knowledge and test performance [ 21 ], teaching and learning of genital system anatomy [ 22 ], as well as accessing research journals and medical dictionaries, and using disease and drug management apps [ 23 ]. The past perception studies on m-learning have shown it to be useful in clinical settings as it encourages flexible communication with faculty and peers regardless of time and space and provides easy access to resources for learning and clinical care [ 18 , 23 – 25 ].…”