The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis

Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on lear...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Kerem A. Bölek, Guido De Jong, Dylan Henssen
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/b1e72b1d932d4184b8a74d91a88376ed
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b1e72b1d932d4184b8a74d91a88376ed
record_format	dspace
spelling	oai:doaj.org-article:b1e72b1d932d4184b8a74d91a88376ed2021-12-02T16:31:02ZThe effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis10.1038/s41598-021-94721-42045-2322https://doaj.org/article/b1e72b1d932d4184b8a74d91a88376ed2021-07-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-94721-4https://doaj.org/toc/2045-2322Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (− 0.765 percentage-points (%-points); P = 0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (− 5.685%-points; P = 0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.Kerem A. BölekGuido De JongDylan HenssenNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Kerem A. Bölek Guido De Jong Dylan Henssen The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
description	Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (− 0.765 percentage-points (%-points); P = 0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (− 5.685%-points; P = 0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.
format	article
author	Kerem A. Bölek Guido De Jong Dylan Henssen
author_facet	Kerem A. Bölek Guido De Jong Dylan Henssen
author_sort	Kerem A. Bölek
title	The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
title_short	The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
title_full	The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
title_fullStr	The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
title_full_unstemmed	The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
title_sort	effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/b1e72b1d932d4184b8a74d91a88376ed
work_keys_str_mv	AT keremabolek theeffectivenessoftheuseofaugmentedrealityinanatomyeducationasystematicreviewandmetaanalysis AT guidodejong theeffectivenessoftheuseofaugmentedrealityinanatomyeducationasystematicreviewandmetaanalysis AT dylanhenssen theeffectivenessoftheuseofaugmentedrealityinanatomyeducationasystematicreviewandmetaanalysis AT keremabolek effectivenessoftheuseofaugmentedrealityinanatomyeducationasystematicreviewandmetaanalysis AT guidodejong effectivenessoftheuseofaugmentedrealityinanatomyeducationasystematicreviewandmetaanalysis AT dylanhenssen effectivenessoftheuseofaugmentedrealityinanatomyeducationasystematicreviewandmetaanalysis
_version_	1718383893293301760

The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis

Ejemplares similares