TY - JOUR
T1 - Enhancement of Anatomical Education Using Augmented Reality
T2 - An Empirical Study of Body Painting
AU - Barmaki, Roghayeh
AU - Yu, Kevin
AU - Pearlman, Rebecca
AU - Shingles, Richard
AU - Bork, Felix
AU - Osgood, Greg M.
AU - Navab, Nassir
N1 - Funding Information:
This work was conducted while first author (R.B.) was a postdoctoral fellow in the Laboratory for Computational Sensing and Robotics at Whiting School of Engineering, Johns Hopkins University in Baltimore, Maryland. The authors acknowledge the support of the Johns Hopkins University Science of Learning Institute for funding the research members, and the Plasticboy Pictures Corporation (Cape Town, South Africa) for providing the anatomy model. The authors wish to acknowledge the help provided by Sharon Garman, the biology laboratory technician, and Ahmed Ibrahim, senior education research consultant at the Center for Educational Resources, and the Computer-Aided Medical Procedures group members. They also thank the study participants and laboratory teaching assistants for their contributions to making this study possible. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the sponsors.
Publisher Copyright:
© 2019 American Association of Anatomists
PY - 2019/11/1
Y1 - 2019/11/1
N2 - 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(10,133)= 3.14, P < 0.001), increased time on task (F(1,275)= 5.70, P < 0.01), and a high level of engagement (F(9,273)= 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.
AB - 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(10,133)= 3.14, P < 0.001), increased time on task (F(1,275)= 5.70, P < 0.01), and a high level of engagement (F(9,273)= 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.
KW - augmented reality for anatomy
KW - body painting
KW - gross anatomy education
KW - interactive education
KW - technology for teaching anatomy
KW - undergraduate education
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U2 - 10.1002/ase.1858
DO - 10.1002/ase.1858
M3 - Article
C2 - 30648818
AN - SCOPUS:85061928978
SN - 1935-9772
VL - 12
SP - 599
EP - 609
JO - Anatomical Sciences Education
JF - Anatomical Sciences Education
IS - 6
ER -