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... They achieved a 64% acceptance rate from students who found that the AR application made it easier for them to learn human anatomy. Furthermore, in reference [23], an application called "AR Biology" was developed using the software prototyping approach. ...
... However, it is prudent to compare these results with previous research on learning human anatomy with AR to demonstrate its relevance. After reviewing several studies, we referenced [23], which also created an AR-based system for learning human anatomy. However, unlike our study, they assessed a cohort of 53 students ranging in age from 16 to 23 years old. ...
Learning the anatomy of the human skeletal system presents several challenges in understanding the complexity of the human body. One of the most common issues is the absence of effective and accessible learning methods that enable students to gain comprehensive knowledge. Therefore, the use of technologies such as augmented reality (AR) aims to address this issue and facilitate its resolution by enabling students to engage with three-dimensional anatomical models, fostering hands-on, visualization-based learning. The aim of this study is to enhance the learning of human skeletal anatomy through the use of AR technology. The study employed a quantitative approach and a pre-experimental design, in which the experiment was conducted according to the research plan and involved 60 students. Mobile-D was used to develop the mobile application. The findings revealed that 93.3% of participants agreed that the use of augmented reality is a valuable for learning human anatomy, as it enables interactive visualization of various parts of the human body. The study also indicated that 28.3% of the students scored “Outstanding,” while 68.3% scored “Predicted.” In addition, 65% of students expressed interest in using augmented reality technology to learn anatomy.
... Para el desarrollo de objetos 3D el equipo de diseñadores tomó en cuenta los criterios más relevante mencionados por (Hippolyte, 2011;Saavedra, Arteaga, & Álvarez Rodríguez, 2007;Samaniego-Franco et al., 2018): ...
... Plantilla de OA de granularidad gruesa (Plantilla contenido OA 3D UTPL,(Samaniego-Franco et al., 2018) ...
... Plantilla de OA de granularidad fina (Plantilla adaptada de historia de interacción,(Samaniego-Franco et al., 2018) ...
... Para el desarrollo de objetos 3D el equipo de diseñadores tomó en cuenta los criterios más relevante mencionados por (Hippolyte, 2011;Saavedra, Arteaga, & Álvarez Rodríguez, 2007;Samaniego-Franco et al., 2018): ...
... Plantilla de OA de granularidad gruesa (Plantilla contenido OA 3D UTPL,(Samaniego-Franco et al., 2018) ...
... Plantilla de OA de granularidad fina (Plantilla adaptada de historia de interacción,(Samaniego-Franco et al., 2018) ...
This article describes the methodology for the development of Learning Object (OA) in 3D for the application (app) of Augmented Reality (AR) “Virtopsia” in Legal Medicine, and shows the results of the level of acceptance of Law students. The implementation of the app in the classroom was part of Kolb’s experiential learning cycle, taking into account that the use of technology alone does not generate significant learning. In order to analyze the criterion and perception, an instrument of evaluation was applied to the student of distance modality of the Universidad Técnica Particular de Loja of the subject of “Legal Medicine” in the following areas: 1) content, 2) usability, through the use of of “Virtopsia” with RA. The results show a high acceptance by the students and show that the application represented a support in the teaching-learning process. In the future, this research will be complemented by a study of the impact of the experiential learning cycle on these practices. © 2019, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.
The Augmented Reality is currently considered one of the most promising emerging technologies; it has entered the educational process in an accelerated way as an innovative element that simplifies the interaction through mobile devices. This investigation analyzes an university innovation experience of Information Technology (IT) Docentship students, in the Human Sciences and Education Faculty of the Technical University of Ambato. It accomplishes the objective of designing learning objects enriched with Augmented Reality (AR), to measure the level of technological acceptance (TAM), the impact on academic performance, the proof of the training process and the production tools used. The results showed that the use of AR in university teaching has aroused a high degree of acceptance and motivation, an improvement in the academic performance and the advantages and disadvantages of the tools used for the production of objects enriched with Augmented Reality were determined.
