Integration of mobile augmented reality (MAR) applications into biology laboratory: Anatomic structure of the heart

Abstract

The purpose of the current study is to design and develop a sample Mobile Augmented Reality (MAR) application addressing the anatomic structure of the heart in a way suitable for laboratory learning for pre-service science teachers to achieve learning by constructing information in biology instruction. The implementation of the MAR design activity was conducted with the participation of 30 pre-service teachers taking the biology laboratory course. The implementation process of the activity consists of four stages. The first stage includes the introduction of the MAR application program and marker; the second stage includes the use of the MAR application in a laboratory environment; the third stage includes the operation of dissection and the last stage includes the association of the MAR application with the operation of dissection and general evaluation. Then, semi-structured interviews were conducted by involving pre-service teachers and the data obtained from these interviews revealed that integration of heart dissection with MAR application helped the pre-service teachers to better understand the anatomic structure of the heart and the related concepts. Thus, a sample activity demonstrating how MAR, which is an instructional method with strong potential for reification and visualisation, can be integrated into the teaching of concepts in laboratory settings was developed.

Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

“…Thus, it is thought that the education will be enriched by utilizing the conveniences provided by the technology and transforming the body elements into a mobile kinetic structure. Studies on this subject emphasize that the use of MAR applications is essential in the teaching of various concepts in biology (Celik, Guven, & Kozcu Cakir;Chang, Chung, & Huang, 2016;Chiang, Yang, & Hwang, 2014;Hsiao, Chen, & Huang, 2012;Perez-Lopez & Contero, 2013). Especially the brain, which is one of the nervous system elements, has a complex structure, it is crucial for the learning to be realized to understand the structure better or to examine it in person.…”

“…It is observed that the curriculums are insufficient in terms of fulfilling the diverging expectations of today's youth, which is expressed as generation Z (Somyurek, 2014). Therefore, work is being carried out to reshape the curriculum/environments by enabling the using innovative technologies (Celik, Guven, & Kozcu Cakir, 2020;Kozcu Cakir & Guven, 2019). On the other hand, science education programs, where the use of technological tools is essential, have also been restructured.…”

Using Augmented Reality to Enhance Medical Education in Heart Diseases: Action Design Research

“…Students face some challenges in understanding and memorizing the heart structures [4]. Around 40% of students have misconceptions about heart contraction, and about 56% of students have misconceptions about the anatomical structure of the heart [5].…”

“…Students, alongside their mentors, can easily study the textbook as a 3D object supplemented with images and sounds. The use of the AR applications that support two-dimensional (2D), 3D, audio, and video environments is helpful for learners, since direct observation of the heart and its structures and functions is not possible for students [5].…”

Fen Bilimleri Öğretmen Adaylarının Derste Teknoloji Kullanımına Yönelik Eğilimleri

“…Eğitim teknolojileri de bu katkıların yaşandığı bir diğer alan olarak gösterilebilir. Mobil uygulamalar, artırılmış ve sanal gerçeklik, robotik ve kodlama, animasyonlar, simülasyonlar ve Web 2.0 uygulamaları gibi pek çok eğitim teknolojileri eğitim-öğretim alanında öğrencilere önemli katkılar sağlamaktadır (Çelik, Güven, Çakır, 2020;Güven, Çakır, Sülün, Çetin & Güven, 2020). Eğitim teknolojileri, öğrenme ortamlarını ilgi çekici hale getirme, daha fazla duyuya hitap etmesine bağlı olarak kalıcılığı arttırma, soyut kavramları somut hale getirme ve gözlenmesi zor veya tehlikeli durumların öğretimini kolaylaştırmasından dolayı öğretimde kullanılması kaçınılmaz hale gelmiştir (Wojciechowski ve Cellary, 2013;Yılmaz ve Batdı, 2016).…”