Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load
Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load
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DOI：
10.1002/ase.1603
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发表时间：
2016-09-01
影响因子：
7.3
通讯作者：
Goktas, Yuksel
中科院分区：
文献类型：
--
作者：
Kucuk, Sevda;Kapakin, Samet;Goktas, Yuksel
增强现实（AR）作为新一代技术，近年来引起了教育工作者的关注。在本研究中，使用移动增强现实（mAR）技术为神经解剖学主题开发了MagicBook。该技术将虚拟学习对象集成到现实世界中，并允许用户使用移动设备与环境进行交互。摘要本研究旨在探讨医学生通过mAR学习解剖学对学业成绩和认知负荷的影响。本研究采用混合方法。随机样本由70名二年级医学生组成：实验组34人，对照组36人。以学业成绩测验和认知负荷量表作为数据收集工具。采用单因素方差分析进行分析。使用mAR应用程序的实验组报告了更高的成绩和更低的认知负荷。mAR在解剖学教学中的应用有助于形成一个有效和富有成效的学习环境。学生认知负荷下降，抽象信息成为具体的印刷书籍通过多媒体材料在mAR应用。此外，学生可以随时随地访问魔法书中的材料。移动学习方法通过减少认知努力帮助学生更好地学习。此外，感官体验和与环境的实时互动可以提供学习满足感，使学生能够组织自己的知识来完成学习任务。动物科学教育，9:411-421。(C) 2016年美国解剖学家协会。
Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9:411-421. (C) 2016 American Association of Anatomists.