The role of augmented reality in Anatomical education: An overview

Chytas, Dimitrios; Johnson, Elizabeth O.; Piagkou, Maria; Mazarakis, Antonios; Babis, George C.; Chronopoulos, Efstathios; Nikolaou, Vasileios S.; Lazaridis, Nikolaos; Natsis, Konstantinos

doi:10.1016/j.aanat.2020.151463

Cited by 91 publications

(52 citation statements)

References 23 publications

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“…Another study showed that students who used mobile AR had significantly higher test scores than those who used two‐dimensional pictures, graphs, and text ( p < 0.05) (Küçük et al, 2016). Chytas et al (2020) also encouraged the use of AR, although available research outcomes on AR in anatomy education are relatively limited.…”

Section: Augmented Reality (Ar)mentioning

confidence: 99%

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

et al. 2020

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The coronavirus disease 2019 (COVID‐19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17 th century. As it is difficult to predict future access to cadavers for students or in‐person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education. This article is protected by copyright. All rights reserved.

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Section: Augmented Reality (Ar)mentioning

confidence: 99%

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

et al. 2020

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“…AR can positively impact students' academic performance and can be considered a useful anatomy teaching tool [129]. Augmented Reality was implemented in neuroanatomy teaching as two-part 1 h courses [130].…”

Section: Augmented Realitymentioning

confidence: 99%

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

et al. 2021

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Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.

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“…This ability to convey spatially and temporally meaningful information in real-time makes AR technology a promising “option to support knowledge-intensive works” [1] . AR applications have been adopted in various application domains such as education [2] , [3] , medicine [4] , manual assembly and manufacturing [5] , [6] , online retail [7] , maintenance [6] , [8] , [9] , and in-vehicle map navigation [10] , [11] . By using AR to provide visual guidance and task-relevant information where and when needed, cognitive workload could be reduced, users would be subjected to lower cognitive demands and thus improve task performance.…”

Section: Introductionmentioning

confidence: 99%

A review of augmented reality systems and their effects on mental workload and task performance

Jeffri

Sulaiman

2021

Heliyon

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Augmented Reality (AR) systems have been shown to positively affect mental workload and task performance across a broad range of application contexts. Despite the interest in mental workload and the increasing number of studies evaluating AR use, an attempt has yet to be made to identify the relationship between the effects of AR on mental workload and task performance. This paper seeks to address this gap in AR technology literature. With a better understanding how AR affects mental workload and task performance, researchers and developers can design more effective AR systems. 34 articles investigating the effects of the use of AR systems were selected for the review. A positive correlation was found between effects on mental workload and effects on task performance: if the effect on mental workload is positive, then the effects on task performance are more likely to be positive as well, and vice versa. Effectiveness of AR systems were shown to be influenced by the type of AR display device used, relevance and timeliness of content, information presentation, user characteristics and task characteristics. Additionally, the paper addresses the use of the concept of mental workload and limitations in current literature.

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The role of augmented reality in Anatomical education: An overview

Cited by 91 publications

References 23 publications

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

A review of augmented reality systems and their effects on mental workload and task performance

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