Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load

Autor/inn/en	Küçük, Sevda; Kapakin, Samet; Göktas, Yüksel
Titel	Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load
Quelle	In: Anatomical Sciences Education, 9 (2016) 5, S.411-421 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1603
Schlagwörter	Anatomy; Medical Education; Undergraduate Students; Medical Students; Simulated Environment; Computer Simulation; Handheld Devices; Computer Oriented Programs; Educational Technology; Technology Integration; Academic Achievement; Cognitive Processes; Difficulty Level; Mixed Methods Research; Experimental Groups; Control Groups; Comparative Analysis; Achievement Tests; Multivariate Analysis; Multimedia Materials; Access to Information; Student Satisfaction + Suchen Sie Ihr Suchwort? Anatomie; Medizinische Ausbildung; Künstliche Umwelt; Computergrafik; Computersimulation; Computerprogramm; Unterrichtsmedien; Schulleistung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse
Abstract	Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01