Cooperative learning in anatomy: Comparing virtual avatars and human specimens

Area of Science:

• Medical Education
• Anatomy Learning
• Augmented Reality in Medicine

Background:

• Medical students' subjective assessment of augmented reality (AR) tools like the 'human muscular arm avatar' indicated usefulness for self-directed learning.
• Objective evidence on whether AR-based study improves knowledge test scores compared to traditional methods remained limited.

Purpose of the Study:

• To investigate knowledge gain and student perception in functional anatomy learning.
• To compare learning outcomes between an innovative augmented reality (AR) tool and classical prosection-based learning.
• To explore the impact of a constructively aligned cooperative learning approach.

Main Methods:

• A randomized, quantitative pre-post study design involving 96 experienced medical students.
• Students studied functional anatomy using either a virtual 'human muscular arm avatar' or prosected human specimens.
• Data collected through mock examinations and surveys, analyzed using descriptive statistics, reliability, and effect size calculations.

Main Results:

• Both virtual avatar and prosection interventions led to learning satisfaction and item-specific knowledge gain.
• Female students showed medium (avatar) to large (prosection) gains; male students showed minor (avatar) to large (prosection) gains.
• Observed gender- and intervention-related differences in perceived learning gain, interest, and embodied experience.

Conclusions:

• Constructive alignment and cooperative learning, integrated with AR avatars or prosections, effectively supported functional anatomy learning in experienced medical students.
• Gender and intervention type influenced perceptions and may have impacted item-specific knowledge acquisition.
• Recommendations for enhancement include mentoring, one-to-one instruction, practical assessments, and technological optimization.