Learning Anatomy with Augmented Reality

– learning design and app design for optimal learning

Bidragets oversatte titel: Læring af anatomi med Augmented Reality: - optimering af læring gennem læringsdesign og app design

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Resumé

An Augmented Reality (AR) application was developed to help stu
dents at SDU to learn the
anatomy of the human body (mediastinum). This research project
intended to evaluate whether AR
strengthened the students’ self-efficacy and motivation, improv
ed learning, and provided a good
learning experience.
This study focusses on how AR can
help students to translate tw
o-dimensional into three-
dimensional understanding and ev
aluates formats of the app (the
use of quizzes) together with the
didactic design of the teaching sessions with AR. The objective
s were to examine A. the
effectiveness of using AR on stud
ent’s short, long term, and tr
ansfer learning outcome compared
with traditional teaching, B. the effect of quizzes, and C. app
design in relation to didactic design.
In the AR world students saw a standardized hologram body combi
ned with selected images from a
computed tomography (CT) scan. The CT images were presented at
the proper spatial positions in a
hologram body. The user could se
lect which structures to be sho
wn at the body (e.g. skin, the
vascular system, etc.). They cou
ld approach the body, circumven
t it, study structures in details and
compare the concurrent presentat
ion with the different CT image
s.
During class one group received tr
aditional teaching and two gr
oups studied CT scans in
Augmented Reality. One AR-group complemented the AR app with qu
iz questions and received
corrective feedback. The other AR
group did not use quiz questi
ons but studied content on their
own hand. A teacher was present and ready to help students in a
ll groups.
The aim of this paper is to share lessons learned from this int
ervention and suggest solutions for
app design and learning design t
o facilitate deeper learning pr
ocesses and scaffold learners’ needs
with AR as a learning resource.
OriginalsprogEngelsk
TidsskriftLæring og Medier (LOM)
Vol/bind12
Udgave nummer20
Antal sider19
ISSN1903-248X
DOI
StatusUdgivet - 31. mar. 2019

Emneord

  • Augmented Reality
  • role of the teacher
  • learning design
  • self-efficacy
  • motivation
  • presence
  • anatomy
  • spatial conception
  • Quizzes
  • app design

Citer dette

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title = "Learning Anatomy with Augmented Reality: – learning design and app design for optimal learning",
abstract = "An Augmented Reality (AR) application was developed to help students at SDU to learn the anatomy of the human body (mediastinum). This research project intended to evaluate whether AR strengthened the students’ self-efficacy and motivation, improved learning, and provided a good learning experience. This study focusses on how AR can help students to translate two-dimensional into three-dimensional understanding and evaluates formats of the app (the use of quizzes) together with the didactic design of the teaching sessions with AR. The objectives were to examine A. the effectiveness of using AR on student’s short, long term, and transfer learning outcome compared with traditional teaching, B. the effect of quizzes, and C. app design in relation to didactic design. In the AR world students saw a standardized hologram body combined with selected images from a computed tomography (CT) scan. The CT images were presented at the proper spatial positions in a hologram body. The user could select which structures to be shown at the body (e.g. skin, the vascular system, etc.). They could approach the body, circumvent it, study structures in details and compare the concurrent presentation with the different CT images. During class one group received traditional teaching and two groups studied CT scans in Augmented Reality. One AR-group complemented the AR app with quiz questions and received corrective feedback. The other AR group did not use quiz questions but studied content on their own hand. A teacher was present and ready to help students in all groups. The aim of this paper is to share lessons learned from this intervention and suggest solutions for app design and learning design to facilitate deeper learning processes and scaffold learners’ needs with AR as a learning resource.",
keywords = "Augmented Reality, role of the teacher, learning design, self-efficacy, motivation, presence, anatomy, spatial conception, Quizzes, app design",
author = "Cita N{\o}rgaard and {Dyhrberg O'Neill}, Lotte and John Chemnitz and Gunver Majgaard",
year = "2019",
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KW - Augmented Reality

KW - role of the teacher

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KW - self-efficacy

KW - motivation

KW - presence

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