Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial

Area of Science:

• Medical Education
• Human Anatomy
• Augmented Reality Technology

Background:

• Augmented reality (AR) offers immersive learning experiences through realistic holograms.
• The efficacy of AR in knowledge acquisition, particularly in anatomy education, requires further investigation.
• Interactive AR applications can potentially enhance learning outcomes.

Purpose of the Study:

• To evaluate the effectiveness of an AR learning application, TEACHANATOMY, in anatomy education.
• To compare knowledge acquisition between an AR-based module and traditional learning (TL) methods.
• To assess user experience and potential adverse health symptoms associated with AR learning.

Main Methods:

• A controlled, randomized trial (TEACHANATOMY) involving first- and second-year medical students.
• Comparison of an interactive hologram-based AR module with adaptive learning and gamification against traditional learning resources.
• Assessment of theoretical and practical knowledge test scores, adverse health symptoms, and user experience.

Main Results:

• The AR group demonstrated significantly higher scores in both theoretical (P < .001) and practical (P < .001) anatomy knowledge tests.
• Fewer adverse health symptoms, such as fatigue, were reported in the AR group compared to the TL group.
• Participants rated the AR learning experience as positive, efficient, and easy to understand, with high willingness to use AR for anatomy learning.

Conclusions:

• The TEACHANATOMY application showed a short-term learning benefit in anatomy education.
• Interactive hologram-based AR technologies show promise for improving anatomy knowledge acquisition.
• The study supports the implementation of AR tools in medical education for enhanced learning outcomes.