The effectiveness of augmented reality (AR) in learning the anatomy of the sphenoid bone by osteopathy students compared to traditional learning methods.
Item
- Title
- The effectiveness of augmented reality (AR) in learning the anatomy of the sphenoid bone by osteopathy students compared to traditional learning methods.
- Author(s)
- Iancu, B
- Abstract
- Background: Several advances in technology contribute dramatically to a more effective way of teaching anatomy, a cornerstone of medical professions. These advances have paved the way to a better understanding of diagnosis and treatment of various diseases. An important area of augmented reality (AR) application is medical training. Objective: A pilot study was performed to evaluate the efficacy of learning anatomy using AR technology in comparison to traditional learning methods (anatomy atlas textbook, PowerPoint presentation slides and plastic bone model). Design: A two-arm randomized controlled pilot study using independent measures was carried out to assess the effectiveness of AR compared to traditional learning methods. Methods: The experiment was undertaken on first and second year students at the ESO without prior knowledge of cranial anatomy. Participant baseline data was gathered. Participants completed a mental rotation ability test and a pre-intervention factual test. Participants were randomly assigned to two groups that underwent guided and then self-directed learning sessions using either AR or an anatomy atlas textbook. A similar post-test was applied after completion of the guided tutorial. After self-directed learning participants completed a similar factual test and a spatial test, assessing basic sphenoid anatomy knowledge. Nineteen (n=19) participants completed the trial; ten (n=10) using AR and nine (n=9) using anatomy atlases. Data was analysed using Analyse-it and tested for normality of distribution using Shapiro-Wilk test. Subsequently, differences between or within the groups were tested using ANOVA and Kruskal-Wallis test. Results: Baseline characteristics were evenly distributed. The ANOVA and Kruskal-Wallis test showed a nonstatistically significant difference (p>0.05) in outcome measures. Discussion: Learning with augmented reality (AR) did not improve anatomical knowledge of the sphenoid bone measured with written factual and spatial tasks compared to traditional learning methods. Sample size, setting, limited equipment and timeframe might have been factors influencing the power of the study. Conclusion: In conclusion, the study failed to provide statistically significant evidence that augmented reality (AR) can improve anatomical knowledge. Future research studies should focus on using a bigger sample and wider timeframe.
- presented at
- European School of Osteopathy
- Date Accepted
- 2020
- Date Submitted
- 28.10.2020 18:08:19
- Type
- osteo_thesis
- Language
- English
- Submitted by:
- 62
- Pub-Identifier
- 16668
- Inst-Identifier
- 1229
- Keywords
- skull anatomy, medical education, human anatomy, augmented reality AR, 3D anatomy, anatomy learning
- Recommended
- 0
- Item sets
- Thesis
Iancu, B, “The effectiveness of augmented reality (AR) in learning the anatomy of the sphenoid bone by osteopathy students compared to traditional learning methods.”, Osteopathic Research Web, accessed May 4, 2025, https://www.osteopathicresearch.org/s/orw/item/187