Testing an augmented reality-based learning sequence for renal physiology with biomedical students

The comprehension of renal physiology is challenging for undergraduate students. Augmented reality (AR) offers a promising tool to improve comprehension of complex mechanisms. This study examines the students' perceptions and the effectiveness of an AR-based learning sequence on pre- and poststudent drawings of renal physiology. Three cohorts in their first year of undergraduate biomedical education (experimental groups) were enrolled and compared to three cohorts (controls) that performed a regular teacher-centered activity, following parallel content at the same time. The experimental groups performed an activity using the smartphone/tablet application that included a teacher and student guide. We used pre- and postactivity assessments that involved asking the students to draw an integrative diagram that represents the main functions of the kidney from a macroscopic and microscopic point of view. Drawings were analyzed with Kozma and Russell's levels of representation to evaluate learning progressions. In experimental groups, most of the students maintained their level of representation by comparing the pre- and postactivity assessment (54%). However, 42% of the participants advanced towards higher levels of complexity. Scores on the final physiology test showed a significant increase in the experimental groups versus controls. Regarding perception, 95% of the students believed that AR technology enhanced their understanding of kidney physiology, and 73% reported a better comprehension of glomerular filtration. Furthermore, 90% of the students recommended AR as a valuable complement to traditional teaching. Our study suggests that AR has the potential to improve teaching in biomedicine by providing a more interactive and enriched learning experience.NEW & NOTEWORTHY This research evaluates the effectiveness and perceptions of an augmented reality-based learning sequence in undergraduate biomedical students. The augmented reality (AR)-based learning sequence included three-dimensional images of renal anatomy that include zoom and rotate functions and a teacher guide. Using pre- and postactivity assessments, we evaluated student drawing and representations of renal physiology processes at different levels of complexity. The drawings were analyzed with Kozma and Russell's levels of representation. Results suggested that AR has the potential to improve the learning experience in biomedical students.