Anatomy Builder VR: Applying a Constructive Learning Method in the Virtual Reality Canine Skeletal System

Seo, Jinsil Hwaryoung; Smith, Brian M.; Cook, Margaret; Malone, Erica; Pine, Michelle; Leal, Steven; Bai, Zhikun; Suh, Jinkyo

doi:10.1007/978-3-319-60018-5_24

Cited by 29 publications

(22 citation statements)

References 9 publications

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“…Also, it seeks to clarify the anatomical relations of its different parts. A similar approach is presented by Seo et al in [90]. The main goal of the proposed application is to support learning in canine anatomy education.…”

Section: Medical Educationmentioning

confidence: 97%

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Virtual Reality and Its Applications in Education: Survey

et al. 2019

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In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testing and validation. Lastly, we conclude and discuss future directions of VR and its potential to improve the learning experience.Information 2019, 10, 318 2 of 20 must be carried out under supervision; therefore, students cannot self-configure lab equipment, experience states of emergency or effects of misconfiguration which may lead to equipment damage. Moreover, there is no possibility to practice and catch up outside the laboratory schedule. Currently, the solutions are modern technologies such as online courses [8,9], blended learning [10-13], different computer-based platforms [14-18] and many others, which allow the students to repeat several times the same topic, make mistakes and learn from them. Numerous examples of hardware and software which have been successful in educational processes indicate that edtech industry can improve learning outcomes for the majority of students [19]. More and more educational centres around the world are starting to introduce powerful new technology tools that help them to meet the needs of diverse student populations. Traditional books are being replaced by digital instructional content (especially from open educational resources) [20]. Notebooks, tablets or cell phones with dedicated application have replaced classical copybooks [21]. Distance [22] and personalised learning [23] are used to tailor education to each student's academic strengths, weaknesses, preferences and goals.It is well known that the use of information and communication technologies have been found to improve student attitudes towards learning [24][25][26][27]. It is a rapidly growing field of research, continually developing and looking for new technological solutions. Over the last several years, Virtual Reality (VR), which provides an interactive computer-generated environment, has moved from being the purview of the gaming to the professional development such as military, psychology, medicine and teaching applications.In 1987, Jaron Lanier, together with Steve Bryson, formulated the first definition of VR, which they desc...

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Section: Medical Educationmentioning

confidence: 97%

“…Figure 4 presents screenshots of selected VR environments. [39], Dental crown preparation training [60], Cardiac Life Support Training [89] and Anatomy Builder VR [90].…”

Section: Medical Educationmentioning

confidence: 99%

Virtual Reality and Its Applications in Education: Survey

et al. 2019

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“…Several VR systems have been proposed in the past for anatomy education (Marks et al, ; Seo et al, ; Dominguese et al, ). While these systems demonstrated their potential in terms of positive student perception for specific anatomical topics, they were not integrated into larger gross anatomy educational settings.…”

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

119

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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“…Virtual reality (VR) on the other hand, is a technology that provides a 3D computer‐generated virtual environment that users can interact with and explore. In anatomy education, some VR systems have been developed which either use screen‐based displays (Lu et al, ; de Faria et al, ) or head‐mounted displays (Seo et al, ) for virtual anatomy model visualization. Despite the benefits that virtual reality offers, augmented reality technology gives the learner a sense of body‐ownership and proprioception with anatomical self‐augmentation.…”

Section: Introductionmentioning

confidence: 99%

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

Barmaki

Pearlman

et al. 2019

Anatomical Sciences Ed

121

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Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficultto-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F (10,133) = 3.14, P < 0.001), increased time on task (F (1,275) = 5.70, P < 0.01), and a high level of engagement (F (9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.Anat Sci Educ 12: 599-609.

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Anatomy Builder VR: Applying a Constructive Learning Method in the Virtual Reality Canine Skeletal System

Cited by 29 publications

References 9 publications

Virtual Reality and Its Applications in Education: Survey

Virtual Reality and Its Applications in Education: Survey

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

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

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