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Evaluation of an Augmented Reality Application for Learning Neuroanatomy in Psychology |
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| Authors: | Magdalena Mendez-Lopez M Carmen Juan Ramon Molla Camino Fidalgo |
| Institution: | 1. Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Teruel, Spain;2. Institute of Industrial Control Systems and Computing, Universitat Politècnica de València, Valencia, Spain;3. Institute of Industrial Control Systems and Computing, Universitat Politècnica de València, Valencia, Spain
Contribution: Conceptualization (equal), Software (supporting), Writing - original draft (supporting), Writing - review & editing (supporting);4. Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Teruel, Spain Aragon Health Research Institute (IIS Aragón), University of Zaragoza, Zaragoza, Spain Contribution: Conceptualization (equal), Data curation (equal), Formal analysis (supporting), ?Investigation (supporting), Methodology (supporting), Writing - original draft (supporting), Writing - review & editing (supporting) |
| Abstract: | Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose. |
| Keywords: | neuroanatomy education neuroscience education undergraduate education psychology education 3D imaging techniques augmented reality learning learning goals psychology spatial ability computers in anatomical education |