A Large-Scale Feasibility Study of Screen-based 3D Visualization and Augmented Reality Tools for Human Anatomy Education: Exploring Gender Perspectives in Learning Experience

TL;DR

This study addresses the challenge of teaching anatomy in large classes with limited dissection opportunities by evaluating two screen-based digital tools (tablet-based 3D visualization and screen-based AR) against a traditional textbook in a large-scale, dyadic body-painting task. Using a between-subjects design with 236 premedical students across 17 labs, the authors compare learning experience and short-term knowledge retention, and examine gender and team composition effects. The findings show that both Digital Tools improve learning experiences (enjoyment, motivation, willingness to recommend) relative to the textbook, though no significant gains in short-term knowledge retention were observed. A notable result is that male students generally report more positive experiences than female students, and that gender composition within pairs influences certain experience measures, highlighting the importance of gender-aware design in anatomy education tools with body-based activities. The work demonstrates the feasibility and potential of large-scale screen-based AR/3D tools in anatomy education while underscoring the need for longitudinal studies and refinement of AR alignment to maximize learning outcomes and equity.

Abstract

Anatomy education is an indispensable part of medical training, but traditional methods face challenges like limited resources for dissection in large classes and difficulties understanding 2D anatomy in textbooks. Advanced technologies, such as 3D visualization and augmented reality (AR), are transforming anatomy learning. This paper presents two in-house solutions that use handheld tablets or screen-based AR to visualize 3D anatomy models with informative labels and in-situ visualizations of the muscle anatomy. To assess these tools, a user study of muscle anatomy education involved 236 premedical students in dyadic teams, with results showing that the tablet-based 3D visualization and screen-based AR tools led to significantly higher learning experience scores than traditional textbook. While knowledge retention didn't differ significantly, ethnographic and gender analysis showed that male students generally reported more positive learning experiences than female students. This study discusses the implications for anatomy and medical education, highlighting the potential of these innovative learning tools considering gender and team dynamics in body painting anatomy learning interventions.

Figures (1)

• Figure 1: Three study conditions with different learning tools: (a) Textbook, (b) Tablet-3D, and (c) Screen-AR, and the images that captured the actual anatomy learning interventions with each of those learning tools: muscle painting activity in (d) Textbook, (e) Tablet-3D, and (f) Screen-AR.