Exploring student acceptance of learning technologies in anatomy education: A mixed-method approach

Area of Science:

• Medical Education
• Anatomy
• Educational Technology

Background:

• Anatomical education is shifting from traditional cadaveric dissection to technology-enhanced methods.
• The integration of various learning technologies necessitates an understanding of student acceptance.

Purpose of the Study:

• To explore medical students' acceptance of four learning technologies using the technology acceptance model (TAM).
• To compare student preferences between 3D-printed models and digital resources for spine anatomy.
• To compare student preferences between virtual reality and augmented reality platforms for brain anatomy.

Main Methods:

• A study was conducted with first-year MD Program students at a graduate medical school in Singapore.
• Study 1 compared a 3D-printed model against Primal Pictures for spine anatomy learning (n=46).
• Study 2 compared the Anatomage Table against Primal VR for brain anatomy learning (n=55).

Main Results:

• Students significantly preferred 3D-printed models over Primal Pictures for spine anatomy (p<0.05).
• Students significantly preferred Primal VR over the Anatomage Table for brain anatomy (p<0.05).
• Perceived ease of use did not correlate with the behavioral intention to use the technologies.

Conclusions:

• Learner preferences exist for specific technologies in anatomical education, favoring 3D-printed and VR tools.
• Visualization and spatial relationships are key factors influencing learning, highlighting the importance of technology affordances.
• Educators should strategically integrate technologies, considering their learning curves and maximizing perceived usefulness for effective anatomical instruction.