Assessing the Difference in Learning Gain between a Mixed Reality Application and Drawing Screencasts in Neuroanatomy

Autor/inn/en	Pickering, James D.; Panagiotis, Antoniou; Ntakakis, Georgios; Athanassiou, Alkinoos; Babatsikos, Emmanouil; Bamidis, Panagiotis D.
Titel	Assessing the Difference in Learning Gain between a Mixed Reality Application and Drawing Screencasts in Neuroanatomy
Quelle	In: Anatomical Sciences Education, 15 (2022) 3, S.628-635 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pickering, James D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2113
Schlagwörter	Computer Simulation; Medical Students; Anatomy; Computer Assisted Instruction; Achievement Gains; Medical Education; Educational Resources + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Anatomie; Computer based training; Computerunterstützter Unterricht; Achievement gain; Leistungssteigerung; Medizinische Ausbildung; Bildungsmittel
Abstract	Augmented, mixed, and virtual reality applications and content have surged into the higher education arena, thereby allowing institutions to engage in research and development projects to better understand their efficacy within curricula. However, despite the increasing interest, there remains a lack of robust empirical evidence to justify the mainstream acceptance of this approach as an effective and efficient learning tool. In this study, the impact of a mixed reality application focused on long spinal cord sensory and motor pathways is explored in comparison to an existing resource already embedded within an active curriculum (e.g., anatomy drawing screencasts). To assess the changes in learner gain, a quasi-randomized control trial with a pre- and post-test methodology was used on a cohort of Year 2 medical students, with both the absolute and normalized gain calculated. Similar patterns of learner gain were observed between the two groups; only the multiple-choice questionnaires were shown to be answered significantly higher with the screencast group. This study adds important empirical data to the emerging field of immersive technologies and the specific impact on short-term knowledge gain for neuroanatomy teaching, specifically that of long sensory and motor pathways. Despite the limitations of the study, it provides important additional data to the field and intends to support colleagues across the education landscape in making evidence-informed decisions about the value of including such resources into their curricula. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01