Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

Autor/inn/en	Barmaki, Roghayeh; Yu, Kevin; Pearlman, Rebecca; Shingles, Richard; Bork, Felix; Osgood, Greg M.; Navab, Nassir
Titel	Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting
Quelle	In: Anatomical Sciences Education, 12 (2019) 6, S.599-609 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barmaki, Roghayeh) ORCID (Yu, Kevin) ORCID (Pearlman, Rebecca) ORCID (Shingles, Richard) ORCID (Bork, Felix) ORCID (Navab, Nassir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1858
Schlagwörter	Anatomy; Undergraduate Students; Premedical Students; Instructional Innovation; Hands on Science; Learner Engagement; Science Instruction; College Science; Cooperative Learning; Computer Simulation; Visual Aids; Human Body; Retention (Psychology); Time on Task; Instructional Effectiveness; Computer Uses in Education; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Anatomie; Educational Innovation; Bildungsinnovation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Computergrafik; Computersimulation; Anschauungsmaterial; Menschlicher Körper; Merkfähigkeit; Zeitaufwand; Unterrichtserfolg; Computernutzung
Abstract	Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F[subscript (10,133)] = 3.14, P < 0.001), increased time on task (F[subscript (1,275)] = 5.70, P < 0.01), and a high level of engagement (F[subscript (9,273)] = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01