medigraphic.com
ISSN 1561-2902 (Electronic)

2018, Number 4

<< Back Next >>

Revista Cubana de Educación Médica Superior 2018; 32 (4)

The use of augmented reality in the Medical teaching of Anatomy: student's acceptance and motivation

Cabero AJ, Barroso OJ, Puentes PÁ, Cruz PI

Language: Spanish
References: 63
Page: 56-69
PDF size: 269.18 Kb.


ABSTRACT

Introduction: The choice of digital alternatives over physical models through augmented reality technologies is presented as an alternative in the teaching of medicine.
Objective: To know the degree of acceptance and motivation that augmented reality causes among medical students.
Methods: A study was carried out during the academic year 2016-2017 with the participation of 50 medical students, who were coursing the subject Human Anatomy I at the University of Seville. For the motivation analysis, we used the "Instructional Material Motivational Survey"; for the degree of acceptance, we applied "The Technology Acceptance Model"; we also used a third instrument for the students to evaluate the learning objects.
Results: The results revealed the students' positive assessment about augmented reality based on its didactic benefits: motivation, acceptance, acquisition of knowledge, among others.
Conclusions: The designed objects were positively rated by the students, easy to download and install on their devices. The results are important, since they were obtained with diverse objects prepared for the study.


REFERENCES

  1. Fundación Telefónica. Realidad Aumentada: una nueva lente para ver el mundo. Madrid (España): Fundación Telefónica-Ariel; 2011.

  2. Barroso J, Cabero J, García F, Calle F, Gallego O, Casado I, et al. Diseño, producción, evaluación y utilización educativa de la Realidad Aumentada. Sevilla; Secretariado de Recursos Audiovisuales y Nuevas Tecnologías. Universidad de Sevilla; 2017.

  3. Sosa E, Salinas J, De Benito B. Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016. iJET. 2017 [citado Jul 2017];12(5):128-49. doi:10.3991/ijet.v12i05.6939).

  4. Tecnológico de Monterrey. Reporte EduTrends. Radar de Innovación Educativa 2015. Monterrey: Tecnológico de Monterrey; 2015.

  5. Johnson L, Adams S, Cummins M, Estrada V, Freeman A, Hall C, et al. NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium; 2016.

  6. Lagunes Domínguez A, Torres Gastelú C. Prospectiva hacia el Aprendizaje Móvil en Estudiantes Universitarios. Formación universitaria. 2017;10(1):101-08.

  7. Cabero J, García F. Realidad aumentada. Tecnología para la formación. Madrid: Síntesis; 2016.

  8. Carozza L, Tingdahi D, Bosché F, Gool L. Markerless Vision-Based Augmented Reality for Urban Planning. Comput.-Aided Civil Infrastruct. Eng. 2014;29(1):2-17.

  9. Cubillo J, Martín S, Castro M. Colmenar A. Recursos digitales autónomos mediante realidad aumentada. RIED. 2014;17:241-74.

  10. Jeřábek T, Rambousek V, Wildová R. Specifics of Visual Perception of The Augmented Reality in The Context of Education. Procedia Soc Behav Sci. 2014;159:598-604.

  11. Barba R, Yasaca S, Manosalvas C. Impacto de la realidad aumentada móvil en el proceso enseñanza-aprendizaje de estudiantes universitarios del área de medicina. Investigar con y para la Sociedad. Cádiz: Bubok Publishing S.L. 2015;3:1421-9.

  12. Jamali S, Fairuz M, Wai K, Oskam Ch. Utilising mobile-augmented reality for learning human anatomy. Procedia Soc Behav Sci. 2015;197:659-68.

  13. Fonseca D, Redondo E, Valls F. Motivación y mejora académica utilizando realidad aumentada para el estudio de modelos tridimensionales arquitectónicos. EKS. 2016;17(1):45-64.

  14. Han J, Jo M, Hyun E, So H. Examining young children's perception toward augmented reality-infused dramatic play. Educ Technol Res Dev. 2015;63:455-74.

  15. Cabero J, Barroso J. Posibilidades educativas de la Realidad Aumentada. NAER. 2016 [citado Jul 2016];5(1):46-52. DOI: 10.7821/naer.2016.1.140

  16. Santos M, Wolde A, Taketomi T, Yamamoto G, Rodrigo M, Sandor Ch, et al. Augmented reality as multimedia: the case for situated vocabulary learning. RPTEL. 2016;11(4):1-23.

  17. Di Serio A, Ibáñez MB, Delgado C. Impact of an augmented reality system on students' motivation for a visual art course. Comput. Educ. 2013;68:586-96.

  18. Wu HS, Wen Yu S, Chang HY, Liang J. Current status, opportunities and challenges of augmented reality in education. Comput. Educ. 2013; 62: 41-49.

  19. Bacca J, Baldiris S, Fabregat R, Graf S, Kinshuk G. Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educ. technol. soc. 2014;17(4):133-49.

  20. Bower M, Howe C, McCredie N, Robinson A, Grover D. Augmented Reality in education - cases, places and potentials. Educational Media International. 2014;51(1):1-15.

  21. Saidin NF, Abd Halim ND, Yahaya N. A review of research on Augmented Reality in education: advantages and applications. International Education Studies. 2015 [citado Jul 2017];8(13). doi:10.5539/ies.v8n13p1

  22. Nielsen B, Brandt H, Swensen H. Augmented Reality in science education - affordances for student learning. NorDiNa. 2016;12(2):157-74.

  23. Alkhattabi M. Augmented Reality as E-learning Tool in Primary Schools' Education: Barriers to Teachers' Adoption. iJET. 2017;12(2):91-100.

  24. Garay U, Tejada E, Maiz I. Valoración de objetos educativos enriquecidos con realidad aumentada: una experiencia con alumnado de máster universitario. Pixel-Bit. 2017;50:19-31.

  25. Lin T, Been-Lirn H, Li N, Wang H, Tsa Ch. An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Comput. Educ. 2013;68:314-21.

  26. Souza Concilio I, Pacheco BA. The Development of Augmented Reality Systems in Informatics Higher Education. Procedia Comput Sci. 2013;25:179-88.

  27. Sommerauer P, Müller O. Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Comput. Educ. 2014;79:59-68.

  28. Taçgın Z, Arslan A. The perceptions of CEIT postgraduate students regarding reality concepts: Augmented, virtual, mixed and mirror reality. Education and Information Technologies; 2016. p. 1-16.

  29. Fombona J, Vázquez Cano E. Posibilidades de utilización de la geolocalización y realidad aumentada en el ámbito educativo. Educación XXI. 2017;20(2):319-42.

  30. Toledo P, Sánchez JM. Realidad aumentada en educación primaria: efectos sobre el aprendizaje. Relatec. 2017 [citado Jul 2017];16(1):79-92. Disponible en: https://dx.medra.org/10.17398/1695-288X.16.1.79

  31. Cheng KH. Reading an augmented reality book: An exploration of learner´s cognitive load, motivation and attitudes. Australas. J. Educ. Technol. 2017;33(4):53-69.

  32. Nicareana D, Bilal M, Abdul Halim N, Abdul Rahman H. Mobile Augmented Reality: the potential for education. Procedia Soc Behav Sci. 2013;103:657-64.

  33. Cai S, Wang X, Chiang FK. A Case Study of Augmented Reality Simulation System Application in a Chemistry Course. Comput Human Behav. 2014;37:31-40.

  34. Kim K, Hwang J, Zo H. Understanding users' continuance intention toward smartphone augmented reality applications. Information Development. 2016;32(2):161-74.

  35. Kim H, Yongho M. Predicting the use of smartphone-based Augmented Reality (AR): Does telepresence really help? Comput. Hum. Behav. 2016;59:28-38.

  36. Cabero J, Fernández B, Marín V. Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario. RIED. 2017;20(2):167-85.

  37. Fernández B. Factores que influyen en el uso y aceptación de objetos de aprendizaje de realidad aumentada en estudios universitarios de Educación Primaria. Edmetic. 2017;6(1):203-19.

  38. Techakosit S, Wannapiroon P. Connectivism learning environment in augmented reality science laboratory to enhance scientific literacy. Procedia Soc Behav Sci. 2015;174:2108-115.

  39. Radu I. Augmented reality in education: a meta-review and cross-media analysis. Pers. Ubiquitous Comput. 2014;18(6):1-11.

  40. Pajares E. Diseño de actividades didácticas con Realidad Aumentada. Trabajo Fin de Master UNED. 2015 [citado Jul 2017]. Disponible en: http:77e-spacio.uned.es/fez/eserv/bibliuned:masterComEdred

  41. Pandya A, Siadat MR, Auner G. Design, implementation and accuracy of a prototype for medical augmented reality. Comput Aided Surg. 2005;10(1):23-35.

  42. Mogali SR, Yeong WY, Tan H, Tan G, Abrahams P, Zary N, et al. Evaluation by medical students of the educational value of multi-material and multi-colored three-dimensional printed models of the upper limb for anatomical education. Anat Sci Educ. 2017;11(1):54-64.

  43. Barsom E, Graafland M, Schijven MP. Systematic review on the effectiveness of augmented reality applications in medical training. Surg Endosc. 2016;30(10):4174-83.

  44. Kang X, Azizian M, Wilson E, Wu K, Martin A, Kane T, et al. Stereoscopic augmented reality for laparoscopic surgery. Surg Endosc. 2014;28:2227-35.

  45. Labanas V, Loukas C, Smailis N, Georgiou E. A novel augmented reality simulator for skills assessment in minimal invasive surgery. Surg Endosc. 2015 Aug;29:2224-34.

  46. Siu K, Best BJ, Kim JW, Oleynikov D, Ritter FE. Adaptive Virtual Reality Training to Optimize Military Medical Skills Acquisition and Retention. Mil Med. 2016 May;181(5 Suppl):214-20.

  47. Urra E, Sandoval S, Irribarren N. El desafío y futuro de la simulación como estrategia de enseñanza en enfermería. Investigación en Educación médica. 2017 April-June;6(22):119-25.

  48. Bourdel N, Collins T, Pizarro D, Bartoli A, Da Ines D, Perreira B, et al. Augmented reality in gynecologic surgery: evaluation of potential benefits for myomectomy in an experimental uterine model. Surg Endosc. 2017 Jan;31(1):456-61.

  49. Svirko E, Mellanby J. Teaching neuroanatomy using computer-aided learning: What makes for successful outcomes? American Association of Anatomists. 2017 April;10:560-9.

  50. Moro C, Štromberga Z, Raikos A, Stirling A. The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anat Sci Educ. 2017 Nov;10(6):549-59.

  51. Yammine K, Violato C. A Meta-Analysis of the Educational Effectiveness of Three-Dimensional Visualization Technologies in Teaching Anatomy. Anat Sci Educ. 2015 Nov-Dec;8(6):525-38.

  52. Cabero J, Barroso J, Llorente MC. Technology acceptance model & realidad aumentada: estudio en desarrollo. Rev. Lasallista Investig. 2016;13(2):18-26.

  53. Barroso J, Cabero J, Moreno A. La utilización de objetos de aprendizaje en realidad aumentada en la enseñanza de la medicina. Innoeduca. 2016;2(2):77-83.

  54. Herron J. Augmented Reality in Medical Education and Training. Journal of Electronic Resources in Medical Libraries. 2016;13(2):51-5.

  55. Cabero J, Barroso J, Obrador M. Realidad Aumentada aplicada a la Enseñanza de la medicina. Educación médica. 2017;18(3):203-8.

  56. Zilverschoon K, Koen L, Ronald V, Bleys R. The virtual dissecting room: Creating highly detailed anatomy models for educational purposes. J. Biomed. Inform. 2017 January;65:58-75.

  57. Hazidar A, Sulaiman R. Visualization Cardiac Human Anatomy using Augmented Reality Mobile Application. IJECCE. 2014;5(3):497-501.

  58. Esteve González V, González Martínez J, Gisbert M, Cela J. La presencia social en entornos virtuales 3d: reflexiones a partir de una experiencia en la Universidad. Pixel-Bit. 2017;50:137-146.

  59. Küçük S, Kapakin S, Göktaş Y. Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load. Anat Sci Educ. 2016 Oct;9(5):411-21.

  60. Keller JM. Motivational design for learning and performance. New York: Springer Science+Business; 2010.

  61. Davies F. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly. 1989;13:319-40.

  62. O'Dwyer L, Bernauer J. Quantitative research for the qualitative researcher. California: SAGE Publications, INC.: 2014.

  63. Cabero Almenara J, Barroso Osuna J, Obrador M. Realidad Aumentada aplicada a la Enseñanza de la medicina. Educación Médica. 201718(3):203-8.




2020     |     www.medigraphic.com