Dissecting Virtual Cadavers: The Impact of Augmented Reality on Undergraduate Students’ Motivation to Learn Human Anatomy

Abstract

This study explores allied health undergraduate students' experiences learning human anatomy through Augmented Reality (AR) technology compared to other modalities in a private university. The research used multivariate analysis to measure and understand the impact of AR on the learning of human anatomy by undergraduate allied health students, specifically those in nursing and dental hygiene careers (N = 302). A mixed methods research design using statements on a 5-point Likert scale and open-ended questions was used to collect quantitative and qualitative data. Participants were asked to compare their educational, affective, and physical experiences in a Human Anatomy course. Although there were no statistically significant differences in the impact of AR compared to other modalities, the study demonstrated that positive and negative factors could influence students’ motivation and self-efficacy.

While approximately 54% of the participants desired to use AR again, 64% stated that AR increased their knowledge of anatomy. Highlighted was a less affective experience due to unresponsive technology and physical distress. Of the findings, participants' negative physical experience with the device (e.g., eye strain, headaches, dizziness, and neck pain) was significant despite the positive feedback on AR’s benefits. This study found that the physical discomfort that students experienced compared with other modalities was irremissible. Nonetheless, as AR evolves and becomes more adaptive, responsive, accessible, and cost-effective, allied health colleges will likely invest in AR as a primary learning modality.