Forschung & Innovation
Publikationen
Using Hologram-Based Augmented Reality in Anatomy Learning
PMU Autor*in
Florian Lagler
Alle Autor*innen
Lukas Zingg, Melanie Hausler, Jonas Hein, Sascha Jecklin, Soren Kottner, Dominic Gascho, Nicola Cavalcanti, Phillippe Voinov, Tobias Gotschi, Fabio Carrillo, Florian Lagler, Philipp Furnstahl, Mazda Farshad
Fachzeitschrift
ACADEMIC MEDICINE
Kurzfassung
Purpose Augmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education. Method TEACHANATOMY, a controlled, randomized trial, was conducted from September 14-October 24, 2022, at the University of Zurich and the Swiss Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning module-incorporating adaptive learning and gamification elements-with traditional learning (TL) methods including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge tests. Secondary outcomes included adverse health symptoms and user experience. Results The AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6-20.0]; TL: 9.4 [7.7-11.3]; P < .001) and practical (AR: 14.0 [12.3-14.7]; TL: 5.0 [4.0-6.0]; P < .001) knowledge tests. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, and experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively. Conclusions Findings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.
Keywords
MEDICAL-EDUCATION, DISSECTION, Mixed-reality, Sciences, Neuroanatomy