A Portable Augmented-Reality Anatomy Learning System Using a Depth Camera in Real Time

Manrique-Juan, Cristina; Grostieta-Dominguez, Zaira V. E.; Rojas-Ruiz, Ricardo; Alencastre-Miranda, Moisés; Muñoz-Gómez, Lourdes; Silva-Muñoz, Cecilia

doi:10.1525/abt.2017.79.3.176

Cited by 21 publications

(33 citation statements)

References 12 publications

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“…There were three papers exploring the ARMM application; all were surveys directed at medical students and clinicians. [39][40][41] Responses from all three were positive. Varying majorities of respondents reported that ARMM increased learning motivation (58%), was beneficial in an educational setting (69.1%), stimulated active learning (82.4%), and improved 3-Dimensional understanding of anatomy (93.4%) while remaining easy to use.…”

Section: Anatomy Applications: Ar Magic Book (Various)mentioning

confidence: 97%

“…Varying majorities of respondents reported that ARMM increased learning motivation (58%), was beneficial in an educational setting (69.1%), stimulated active learning (82.4%), and improved 3-Dimensional understanding of anatomy (93.4%) while remaining easy to use. 39,40 A large majority (80.5%) rated the system as excellent or good, and surveyed physicians unanimously recommended that ARMM be used to supplement existing anatomy curriculums. 41…”

Section: Anatomy Applications: Ar Magic Book (Various)mentioning

confidence: 99%

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Augmented reality in medical education: a systematic review

et al. 2019

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Introduction The field of augmented reality (AR) is rapidly growing with many new potential applications in medical education. This systematic review aims to investigate the current state of augmented reality applications (ARAs) as teaching tools in the healthcare field. Methods A literature search was conducted using PubMed, Embase, Web of Science, Cochrane Library, and Google Scholar. This review followed PRISMA guidelines and included publications from January 1, 2000 to June 18, 2018. Inclusion criteria were experimental studies evaluating ARAs implemented in healthcare education published in English. The quality of each study was assessed using GRADE criteria. Five stages of validity were also evaluated for each ARA. Results We identified 100,807 articles in the initial literature search; 36 met inclusion criteria for final review and were categorized into three categories: Surgery (23), Anatomy (9), and Classroom (4). The overall quality of the studies was poor. No ARAs were validated at all five levels. Conclusion While AR technology is growing at a rapid rate, the current quality and breadth of AR research in medical training is insufficient to recommend the adoption into educational curricula. More coordinated and comprehensive research is needed to define the role of AR technology in medical education.

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Section: Anatomy Applications: Ar Magic Book (Various)mentioning

confidence: 97%

Section: Anatomy Applications: Ar Magic Book (Various)mentioning

confidence: 99%

Augmented reality in medical education: a systematic review

et al. 2019

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“…AR systems for anatomy education are still in its infancies. Several prototypes have been developed and studied with respect to their potential benefits for students (Kiourexidou et al, ; Küçük et al, ; Wang et al, ; Jain et al, ; Manrique‐Juan et al, ). Hackett and Proctor surveyed three‐dimensional displays and concluded that AR displays can have a positive impact on anatomy education (Hackett and Proctor, ).…”

Section: Introductionmentioning

confidence: 99%

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Bork

Stratmann

Enssle

et al. 2019

Anatomical Sciences Ed

117

176

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Early exposure to radiological cross‐section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands‐on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two‐semester gross anatomy course with 749 first‐year medical students, as well as a follow‐up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey‐based feedback. In the elective course, participants were assigned to three groups and underwent a self‐directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre‐ and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.

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“…A realidade aumentada vem sendo bastante utilizada como recurso tecnológico em ambientes educacionais. Diversos estudos comprovam que sua utilização traz contribuições para a percepção e motivação dos usuários em diversas atividades no contexto educacional, auxiliando na aprendizagem em diversas áreas do conhecimento (AYER; MESSNER; ANUMBA, 2016; MANRIQUE- JUAN, C. et al, 2017.). O alto nível de interatividade proporcionado pela realidade aumentada acarreta aprimoramento do aprendizado, além de permitir mais engajamento dos estudantes, principalmente quando envolvidos na criação de seus próprios projetos utilizando RA.…”

Section: Realidade Aumentada Na Educaçãounclassified

Inovações Educacionais Com O Uso Da Realidade Aumentada: Uma Revisão Sistemática

et al. 2019

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RESUMO: Mediar os processos de ensino e aprendizagem não é tarefa fácil. No contexto educacional, existem muitos casos de sucesso aliando Tecnologias da Informação e Comunicação a esta prática. Uma destas tecnologias, a Realidade Aumentada (RA), pode promover melhorias no compartilhamento de conhecimentos entre alunos e professores. Assim, este artigo objetiva verificar de que forma a RA vem sendo utilizada na educação, por meio de uma revisão sistemática da literatura sobre seu uso neste âmbito. Com base nos resultados, percebe-se que o principal impulsionador para o uso da RA é auxiliar na compreensão dos conteúdos ensinados, bem como na motivação dos estudantes. Como barreira, sobressai a dificuldade no desenvolvimento das atividades utilizando RA, por parte dos professores. O uso de dispositivos móveis, aplicação de RA a livros, uso de jogos com RA e o ensino de Engenharia Civil, Arquitetura, Design e Ciências da Saúde são alguns destaques das descobertas da revisão.

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A Portable Augmented-Reality Anatomy Learning System Using a Depth Camera in Real Time

Cited by 21 publications

References 12 publications

Augmented reality in medical education: a systematic review

Augmented reality in medical education: a systematic review

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Inovações Educacionais Com O Uso Da Realidade Aumentada: Uma Revisão Sistemática

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