The Effects of using anAnatomy4D Augmented Reality Applicationon StudentPerformance in Biology in Saudi Arabia

Al-Enezi, Abdullah

doi:10.31901/24566322.2019/26.1-3.1077

Cited by 4 publications

(13 citation statements)

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“…Unlike other AR modalities, mobile device AR does not limit the user to the context of a classroom or operating room and provides freedom for the user to review at home. Of the 23 studies using mobile AR, 18 studies used mobile devices/tablets (Jamali et al, 2015; Ochoa‐Casas et al, 2015; Rodriguez‐Pardo et al, 2015; Küçük et al, 2016; da Silva et al, 2017; Moro et al, 2017; Aebersold et al, 2018; Cabero et al, 2018; Kurniawan & Witjaksono, 2018; Layona et al, 2018; Nuanmeesri, 2018; Acosta et al, 2019; Alenezi, 2019; Cook et al, 2019; Khalid et al, 2019; Loucif et al, 2019; Nuanmeesri et al, 2019; Henssen et al, 2020) and five used a computer (Thomas et al, 2010; Pérez‐López & Contero, 2013; Ferrer‐Torregrosa et al, 2015, 2016; Boonbrahm et al, 2018). Some studies described scanning images on anatomy textbooks (Jamali et al, 2015; Küçük et al, 2016; Nuanmeesri, 2018) or cards (Ferrer‐Torregrosa et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Many of these investigations conducted knowledge pretests to ascertain a baseline knowledge that could be compared to knowledge acquired following the use of AR modality (Pérez‐López & Contero, 2013; Siff & Mehta, 2018; Barmaki et al, 2019; Cook et al, 2019; Ferdous et al, 2019; Nuanmeesri et al, 2019; Weeks & Amiel, 2019; Gonzalez et al, 2020; Henssen et al, 2020; Duncan‐Vaidya & Stevenson, 2021). In contrast, other investigations opted to use a post‐test‐only design in which control and experimental groups were compared against their final knowledge scores (Ferrer‐Torregrosa et al, 2016; Alenezi, 2019; Barmaki et al, 2019; Bogomolova et al, 2020; Ruthberg et al, 2020). Many investigations also simply used student academic course grades for comparison (Stojanovska et al, 2020; Ruthberg et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…When comparing AR methods to textbook, video, and 2D and classroom teaching methods, learning using AR consistently showed better achievement of objectives. Augmented reality modality groups showed increased grades and better performance on tasks requiring anatomical knowledge (Pérez‐López & Contero, 2013; Jamali et al, 2015; Nuanmeesri, 2018; Siff & Mehta, 2018; Alenezi, 2019; Cook et al, 2019; Barmaki et al, 2019; Bork et al, 2019; Ferdous et al, 2019; Weeks & Amiel, 2019; Gonzalez et al, 2020; Duncan‐Vaidya & Stevenson, 2021). AR modalities, most specifically, instruments and screen, are shown to enhance technical skill building and improve the quality of performed technical skills (LeBlanc et al, 2010; Aebersold et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…compared against their final knowledge scores (Ferrer-Torregrosa et al, 2016;Alenezi, 2019;Barmaki et al, 2019;Bogomolova et al, 2020;Ruthberg et al, 2020). Many investigations also simply used student academic course grades for comparison (Stojanovska et al, 2020;Ruthberg et al, 2020).…”

Section: Ta B L E 3 (Continued)mentioning

confidence: 99%

“…Interestingly, most of the studies proposed that AR implementation may enhance student knowledge given that they each observed increases in posttest scoring (Pérez-López & Contero, 2013;Jamali et al, 2015;Nuanmeesri, 2018;Siff & Mehta, 2018;Alenezi, 2019;Barmaki et al, 2019;Bork et al, 2019;Cook et al, 2019;Ferdous et al, 2019;Weeks & Amiel, 2019;Gonzalez et al, 2020;Duncan-Vaidya & Stevenson, 2021). Alternative to knowledge testing, other pretests were used to assess specific research questions pertaining to particular interventions.…”

Section: Ta B L E 3 (Continued)mentioning

confidence: 99%

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Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools

McBain

Habid

Laggis

et al. 2022

Anatomical Sciences Ed

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The need for sound anatomical knowledge is woven into the daily tasks of all health-care professionals, whether directly (e.g., surgical landmarks) or indirectly (e.g., understanding the pathophysiology of a disease) (Singh et al., 2015). Anatomy educators are searching for new, effective, and innovative means to teach medical trainees and professionals, beginning with two-dimensional (2D) images, plastic models, human cadavers, and, more recently, with the use of augmented reality (AR; Singh et al., 2015). Modern approaches to health sciences education and practice are now evolving with the increasing accessibility, affordability, and advancement of virtual reality (VR) and AR technologies (Gallagher et al., 2005;Riva & Wiederhold, 2015). Technologies such as VR and AR allow the user to understand, explore and appreciate spatial relationships using sensory-driven pathways (Dalgarno et al., 2002;Huang et al., 2010;Wu et al., 2013;Küçük et al., 2016). Despite the frequent use of the term VR and AR, their applications vary across studies. It is therefore vital to not only define these terms, but also have a deeper understanding of the reality-virtuality (RV) continuum by Milgram and

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Ta B L E 3 (Continued)mentioning

confidence: 99%

Section: Ta B L E 3 (Continued)mentioning

confidence: 99%

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Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools

McBain

Habid

Laggis

et al. 2022

Anatomical Sciences Ed

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Enhancing students' learning achievements, self‐efficacy, and motivation using mobile augmented reality

Aldeeb,

Sallabi,

Elaish

et al. 2024

Computer Assisted Learning

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BackgroundThis paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences.ObjectivesThe primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students.MethodsA quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention.Results and ConclusionsThe results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.

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The Importance of Augmented Reality Technology in Science Education: A Scoping Review

Jdaitawi¹,

Kan'an²,

Rabab'h³

et al. 2022

IJIET

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The use of digital technology such as augmented reality AR technology has been an important topic of research in several fields, uncovering diverse benefits regarding its impacts. Although there have been numerous empirical studies on the design and evaluation techniques of the AR approach to enhance physical, cognitive, personal, social abilities in science education, their outcomes varied in different science disciplines, and there is a lack of reviews on how the AR has been applied in the field of science education. The aim of this study is to conduct a scoping review on the positivity of AR applications in science education. This study presents a scoping literature review of 26 studies published between 2015-2020 on AR in science education. The results indicated an overall positive impact of AR in science education. The results from this systematic review are expected to provide valuable information regarding the AR usage in science fields.

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The Effects of using anAnatomy4D Augmented Reality Applicationon StudentPerformance in Biology in Saudi Arabia

Cited by 4 publications

References 0 publications

Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools

Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools

Enhancing students' learning achievements, self‐efficacy, and motivation using mobile augmented reality

The Importance of Augmented Reality Technology in Science Education: A Scoping Review

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