Augmented reality (AR) is changing the field of university teaching, including teaching human anatomy, which is one of the fundamental areas in medical education. Within this process, in the academic years 2021–22 and 2022–23 at the International School of Medicine and Surgery of the University of Bologna, a teaching laboratory was activated using the AEducAR 2.0 prototype developed by the authors. It is an educational tool integrating augmented reality and 3D printed objects developed by an interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers and educational scientists. One hundred and thirty second-year medical students in the human anatomy course voluntarily joined the lab. After a didactic tutor presented the tool’s functionality, they were asked to study a new topic through a guided pathway run by software loaded on a tablet and divided into two activities (one exploratory and one interactive) with the support of a skull processed by a 3D printer. After each activity, students had to take a test to assess learning outcomes. During the lab, the behaviour of 12 students was videotaped, as well as their activity on the tablet. At the end of the workshop, all students filled out a questionnaire, and 10 of them voluntarily participated in a semistructured interview to survey their views about the relationship between the prototype and other teaching methods and the function of assessment tests within AEducAR 2.0. This paper presents the outcomes of the latter research activity. Students stated the effectiveness of the prototype in terms of engagement. They emphasized its positive aspects related primarily to the manipulative and active possibility that is also functional to the knowledge memorization process. The hypothesis of integration between the laboratory experience and the activity in the septic room was also advanced. Regarding evaluation, the choice of having timely feedback on the given answers was considered positive.
Massimo Marcuccio, Lucia Manzoli, Irene Neri, Laura Cercenelli, Giovanni Badiali, Maria Elena Tassinari, et al. (2024). Augmented Reality in Higher Education an Exploratory Study on the Beliefs of Medical Students. Cham : Springer [10.1007/978-3-031-58363-6].
Augmented Reality in Higher Education an Exploratory Study on the Beliefs of Medical Students
Massimo Marcuccio
;Lucia Manzoli
;Irene Neri
;Laura Cercenelli
;Giovanni Badiali
;Maria Elena Tassinari
;Gustavo Marfia
;Emanuela Marcelli
;Stefano Ratti
2024
Abstract
Augmented reality (AR) is changing the field of university teaching, including teaching human anatomy, which is one of the fundamental areas in medical education. Within this process, in the academic years 2021–22 and 2022–23 at the International School of Medicine and Surgery of the University of Bologna, a teaching laboratory was activated using the AEducAR 2.0 prototype developed by the authors. It is an educational tool integrating augmented reality and 3D printed objects developed by an interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers and educational scientists. One hundred and thirty second-year medical students in the human anatomy course voluntarily joined the lab. After a didactic tutor presented the tool’s functionality, they were asked to study a new topic through a guided pathway run by software loaded on a tablet and divided into two activities (one exploratory and one interactive) with the support of a skull processed by a 3D printer. After each activity, students had to take a test to assess learning outcomes. During the lab, the behaviour of 12 students was videotaped, as well as their activity on the tablet. At the end of the workshop, all students filled out a questionnaire, and 10 of them voluntarily participated in a semistructured interview to survey their views about the relationship between the prototype and other teaching methods and the function of assessment tests within AEducAR 2.0. This paper presents the outcomes of the latter research activity. Students stated the effectiveness of the prototype in terms of engagement. They emphasized its positive aspects related primarily to the manipulative and active possibility that is also functional to the knowledge memorization process. The hypothesis of integration between the laboratory experience and the activity in the septic room was also advanced. Regarding evaluation, the choice of having timely feedback on the given answers was considered positive.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
