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Dose- and time-dependent benefits of iPad technology in an undergraduate human anatomy course
Anatomical Sciences Education
Abstract
This study examined the impact of iPad integration on performance in an undergraduate gross anatomy course. Two out of six course sections were assigned to one of the following conditions: control (no iPad, n = 61); limited access (laboratory iPads, n = 58); and unlimited access (personal iPads, n = 47). Student knowledge was assessed over time during the semester with two practical examinations in laboratory and four multiple choice/essay examinations in lecture. The same PowerPoint presentations and examinations were utilized for all conditions. Mixed ANOVA analysis identified an interaction effect between time and condition for both laboratory (F2,153 = 16.12; P < 0.05) and lecture (F6,462 = 5.47; P < 0.05) performance. Between laboratory examinations, student performance was lower by 4.2% and higher by 3.0% in control and unlimited access conditions, respectively. Unlimited access students scored higher than control and limited access (82.8 ± 2.2 vs 71.5 ± 2.6 and 74.3 ± 1.7%; P < 0.05) and higher than control students (78.7 ± 2.1 vs 70.6 ± 2.0%; P < 0.05) on the third and fourth lecture examination, respectively. Postsemester surveys completed by experimental students (89.5% response rate) indicated that a greater percentage of unlimited vs limited access students agreed that laboratory (84.8 vs 56.3%, P < 0.05) and lecture (58.7 vs 14.6%, P < 0.05) performance was enhanced with the iPad. Results suggest that if students are given the opportunity to overcome the technology learning curve, tablet devices and relevant applications can be useful tools in human anatomy courses. Anat Sci Educ. © 2015 American Association of Anatomists.
... In 19 (63%) studies, the learning effectiveness of medical school students in anatomy education with mobile applications was investigated, and positive feedback was received from the students. In addition, students said that learning is more permanent and takes place in a shorter time (Bork et al., 2021;Chandrasekaran et al., 2021;Fernández-Alemán, Lopez-Gonzalez, et al., 2016;Gnanasegaram et al., 2020;Golenhofen et al., 2020;Harmon, Burgoon, & Kalmar, 2022;Jamali et al., 2015;Kurniawan & Witjaksono, 2018;Küçük et al., 2016;Lazarus et al., 2017;Mayfield, Ohara, & O'Sullivan, 2013;Mogali et al., 2019;Morris et al., 2016;Pickering, 2015;Raney, 2016;Stewart & Choudhury, 2015;Stirling & Birt, 2014;Traser et al., 2015;Wilkinson et al., 2020). However, in 6 (20%) studies, students stated that cadaveric education was easier, internet access outside the school was problematic, they had difficulty in downloading programs to their personal devices and they could not use the programs because they were paid. ...
... When we look at the studies researched in this systematic article, Gross anatomy mostly constitutes anatomy subjects in mobile learning. It examines the skeleton, muscle, joint, nervous system, all organ structures, and body parts as content (Bork et al., 2021;Chakraborty & Cooperstein, 2018;Chandrasekaran et al., 2021;Fernández-Alemán, López-González, et al., 2016;Fernández-Alemán, Lopez-Gonzalez, et al., 2016;Havens et al., 2020;Jamali et al., 2015;Kurniawan & Witjaksono, 2018;Lazarus et al., 2017;Mayfield et al., 2013;Mogali et al., 2019;Raney, 2016;Traser et al., 2015;Wilkinson & Barter, 2016;Wilkinson et al., 2020). Other studies also include neuroanatomy, microanatomy, and embryology (Golenhofen et al., 2020;Lazarus et al., 2017;Mogali et al., 2019;Wilkinson & Barter, 2016;Wilkinson et al., 2020). ...
... Of the 30 studies included in this systematic review, 16 were made with only a questionnaire, 6 were both pretest-posttest and questionnaire, 1 of them was both pretest-posttest and self-directed learning readiness scale (SDLRS), respectively 3 of them were only pretest-posttest, and 4 of them were evaluation tests (Bork et al., 2021;Chakraborty & Cooperstein, 2018;Fernández-Alemán, López-González, et al., 2016;Harmon et al., 2022;Havens et al., 2020;Jamali et al., 2015;Kurniawan & Witjaksono, 2018;Lazarus et al., 2017;Mansouri et al., 2020;Mayfield et al., 2013;Mendez-Lopez et al., 2022;A. J. Meyer, N. J. Stomski, S. I. Innes, et al., 2016;Mogali et al., 2019;Morris et al., 2016;Pickering, 2015;Raney, 2016;Stewart & Choudhury, 2015;Stirling & Birt, 2014;Traser et al., 2015;Wahyudi et al., 2019). In the surveys conducted in 16 studies, the highest number of participants was 324, and 82% of this number were female students, and 18% were male students (Chakraborty & Cooperstein, 2018). ...
Technologies that facilitate the understanding of anatomical structures are advantageous for students compared to classical methods. It is known that mobile learning and 3D visualization methods are very useful in terms of students' perception, satisfaction, and usability. The general purpose of this systematic review is to evaluate the studies investigating the effects of mobile learning in anatomy education. Electronic databases such as Google Scholar, MEDLINE, PubMed, and Web of Science were used in the research. The use of mobile applications in anatomy education Scans published after 2013 was reviewed. Research studies containing information about mobile applications used in anatomy education were analyzed using the keywords 'anatomy education' and 'mobile learning'. Data were collected for the study between January 10 and March 29, 2022. In this context, 12,220 articles were reached due to electronic scans. In the research, 779 scientific publications were reached in terms of appropriateness, and 30 were found to be related to the subject of the study and were considered. In 20 (66%) studies examined within the scope of systematic review, it was stated that mobile learning facilitates three-dimensional learning and it is motivating and fun. In 19 (63%) studies, the learning activity of medical faculty students in anatomy education with mobile applications was investigated, and positive feedback was received from the students. However, in 6 (20%) studies, students stated that cadaveric education was easier, internet access outside the school was problematic, they had difficulty in downloading programs to their personal devices and they could not use the programs because they were paid. 6 (20%) of 30 studies are applications made with AR. In 8 (26%) of the studies, it was seen that the final exam results of the students who learned anatomy with mobile application got higher scores than the students who learned with the traditional method. Examined articles have shown that mobile learning techniques used for anatomy education in the classroom, in the laboratory, and outside the classroom increase success and are more motivating than traditional learning methods. It has been seen that AR programs provide the most success among mobile applications and do not negatively affect student success.
... While some studies conclude that certain aspects of a dissection lab are irreproducible, overall findings concur that anatomy apps can play a powerful role as supplemental instructional resources [1][2][3][4][5]. The technology also affords PT students the possibility to engage with content beyond what is feasible in a traditional cadaver lab, including the ability to view micro-detail of anatomical structures, joint movement, muscle attachments and actions, and neurovascular pathways. ...
... Digital apps are particularly useful when transitioning a curriculum from residential experiences to hybrid programs that include a combination of online and on-campus experiences [6]. Implementation of apps into the curricular redesign allows instructors to extract the value of traditional instructional modalities and supplement this information for online environments [1][2][3][4][5]. Given their value, the challenge for educators becomes selecting the anatomy app that best fits students' needs and includes features that support optimal instruction. ...
... Though there are many available products, we decided to focus on one other commonly used anatomy app, Complete Anatomy (CA) by 3D4Medical. We based this choice on a literature search [1,3,5,7], its number one ranking on the Apple App Store for medical apps, and informal questioning of our own anatomy students' app preferences. ...
Background: Three-dimensional digital anatomy applications can provide a powerful supplement to more traditional learning modalities. The challenge for medical libraries and educators is to select an app that best supports anatomical learning objectives and then effectively integrate it into health sciences curricula. App selection is particularly important when traditional learning modalities, such as cadaver dissection, are not feasible. Selection was a challenge at the authors’ university, as the doctor of physical therapy (DPT) program expanded into a hybrid online environment.
Case Presentation: Reported here are our: (1) analysis and identification of an anatomy app to supplement cadaver lab instruction for DPT students who were enrolled in a hybrid program, where the majority of instruction took place online; (2) description of the implementation process; and (3) discussion of student feedback and the library’s perspective. Features and shortcomings of two anatomy apps, Complete Anatomy (CA) 2019 by 3D4 Medical and Human Anatomy Atlas (HAA) 2019 by Visible Body, were reviewed. CA was selected based on smoother navigation, visually appealing graphics, and user customization tools. The library purchased 1,000 CA redemption codes as a pilot program. Video recordings and live demonstrations of the app were used for instruction. Student feedback indicated extensive use. Based on success of the pilot, the library will purchase additional licenses.
Conclusions: Medical libraries can use our experience as an example to help select anatomy resources that would be useful when considering the conversion of health sciences programs into online environments and further guide app integration to supplement other anatomical models.
... Numerous new and innovative learning methods utilize electronic devices because they can raise students' interest in learning compared to traditional teaching models (Hwang and Wu, 2014;Raney, 2016). Due to widespread access to a new technology of communication and information, there has been a revolution in both learning and teaching processes (Pierce and Fox, 2012). ...
... Introducing modern technology has been shown to have a positive impact on students' interest in the learning process and creates an environment that is more student centered (Looi et al., 2010;Raney, 2016). The online environment offers several advantages to student assessment and has more benefits than traditional paperand-pencil-based formats (Inuwa et al., 2012). ...
The flipped spotters learning model is a modern student activity‐based and learner‐centered method in medical education. The aim of the study was to determine if the flipped spotters learning model improves students' learning. Participants were 1214 medical students of Polish (PD) and English (ED) divisions between 2013 and 2019 academic years at the University of Warmia and Mazury in Olsztyn, Poland. They were divided into a traditional group (control group) and a flipped spotters learning group (treatment group). Each flipped spotters learning group was asked to label anatomical structures on various specimens according to the structures name list prepared by the teacher on the multiple stations. The flipped spotters learning group leaders were instructed to take pictures with the appropriately marked structures on each of the human body prosections. After completion of the class, each flipped spotters team received photos for evaluation. In the flipped spotters learning model, the students strengthened their skills and knowledge by matching specimens independently as a form of practical laboratory activities. Students' performance in gross anatomy practical examinations between the group utilizing the flipped spotters learning model, and the group with the traditional teaching model was compared. Students participating in the treatment group achieved, on average 9.9 percentage points higher among PD students, and 13.0 percentage points higher among ED students than the control group in all nine practical examinations (the effect size ranging from 0.47 to 0.95). The results suggest the positive impact of flipped spotters model on improving student's performance in the practical examinations.
... The Cronbach's alpha value for the quiz was 0.6, which is generally considered a low value, and the Cronbach's alpha value for the post-dissection survey was 0.86 which is considered a moderate-to-high level of internal consistency (Peterson, 1994). The validity of the post-dissection survey was examined using the method described by Raney (2016). The survey questions Student satisfaction with the available resources. ...
... However, the pre-survey results indicate that students did not have expectations of using the program during the activity and that the VCA group's increased satisfaction with their resources was not due to previous student biases toward using the program. These results corroborate a prior evaluation of the program where students preferred VCA above any other resource while dissecting (Linton et al., 2005), and other evaluations of CAL in anatomical instruction where students found CAL to be beneficial and preferred to have access to it (Nemanic et al., 2016;Raney, 2016;Little et al., 2018), even if the resources did not have an impact on academic outcomes (Pickering and Swinnerton, 2019). ...
Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three‐dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence‐based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction.
... YouTube played an important and Wikipedia played an even more increasingly important role in learning [34]. When students get the opportunity to learn how to use the technology, mobile devices and apps can be conducive to learning and improve learning [35]. However, lecturers should also be supported in the development of media literacy, so that they have the digital skills and abilities required to provide appropriate learning materials and tailor their courses to them [5,36,37]. ...
... According to Walsh [25], students are increasingly expecting that all e-learning services will work well on mobile devices. The frequent use and handling of the mobile devices and programs, thereby, creates an awareness of their advantages and disadvantages and trains the use of technology [35]. Accordingly, the best-equipped students of medicine in this study wished the least for impartment of media literacy. ...
Background:
Mobile devices such as smartphones, tablets, and laptop computers enable users to search for information and communicate with others at any place and any time. Such devices are increasingly being used at universities for teaching and learning. The use of mobile devices by students depends, among others, on the individual media literacy level and the curricular framework.
Objective:
The objective of this study was to explore whether there were differences in media use in students from various curricula at the Faculty of Health, Witten/Herdecke University.
Methods:
During the 2015-16 winter term, a survey was conducted at the Faculty of Health, Witten/Herdecke University, in which a total of 705 students (out of 1091 students; response rate: 705/1091, 64.61%) from 4 schools participated voluntarily: medicine (346/598), dentistry (171/204), psychology (142/243), and nursing science (46/46). The questionnaire developed for the study included 132 questions on 4 topics: (1) electronic and mobile devices (19 questions), (2) communication and organization of learning (45 questions), (3) apps/programs/websites/media (34 questions), and (4) media literacy (34 questions). The questionnaire was distributed and anonymously completed during in-class courses.
Results:
Students from all 4 schools had at least two electronic devices, with smartphones (97.4%, 687/705) and laptops (94.8%, 669/705) being the most common ones. Students agreed that electronic devices enabled them to effectively structure the learning process (mean 3.16, SD 0.62) and shared the opinion that university teaching should include imparting media literacy (mean 2.84, SD 0.84). Electronic device ownership was the highest among medical students (mean 2.68, SD 0.86) and medical students were the only ones to use a tutorial (36.1%, 125/346). Dental students most widely used text messages (mean 3.41, SD 0.49) and social media (mean 2.57, SD 1.10) to organize learning. Psychology students considered mobile devices to be most ineffective (mean 2.81, SD 0.83). Nursing science students used emails (mean 3.47, SD 0.73) and desktop computers (39%, 18/46) most widely.
Conclusions:
The results show that almost all students use electronic learning (e-learning) tools. At the same time, different profiles for different degree programs become apparent, which are to be attributed to not only the varying curricula and courses but also to the life circumstances of different age groups. Universities should, therefore, pay attention to the diverse user patterns and media literacy levels of students when planning courses to enable successful use of e-learning methods.
... Interestingly, Meyer et al. (2016) noted a positive association between previous anatomical performance and outcome. However, several previous studies compared mobile teaching tools in different anatomy courses to traditional learning methods and reported a significantly better performance by students using mobile apps as supplementary resources (Briz-Ponce et al., 2016;Küçük et al., 2016;Raney, 2016;Wilkinson and Barter, 2016). A similar positive effect on performance could be demonstrated for the use of iPad-based technology in anatomy (Raney, 2016). ...
... However, several previous studies compared mobile teaching tools in different anatomy courses to traditional learning methods and reported a significantly better performance by students using mobile apps as supplementary resources (Briz-Ponce et al., 2016;Küçük et al., 2016;Raney, 2016;Wilkinson and Barter, 2016). A similar positive effect on performance could be demonstrated for the use of iPad-based technology in anatomy (Raney, 2016). Jamali et al. (2015) have presented a mobile tool, technically based on augmented reality, for learning the human skeletal structure, and were able to demonstrate significantly better outcome results when testing their HuMAR prototype in a small group of 30 students in a controlled manner. ...
Hand‐held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m‐learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m‐learning devices. This observational study presents an anatomy m‐learning tool (eMed‐App), an application developed to accompany an anatomy seminar and support medical students' self‐directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed‐App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed‐App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed‐App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high‐performing ones, made use of the eMed‐App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy.
... From the total number of included articles, none reported carrying out a full cost-feasibility analysis at Level 3. Some studies made reference to the cost of introducing a TEL resource into the curriculum (34.6%; 53 of 153). Raney (2015) reported on the costs of mobile applications, but more often the only reference made was to the financial cost of the resource itself (e.g., Richardson-Hatcher et al., 2014;Rinaldi et al., 2016). In a small number of studies a dedicated section of the article was devoted to the topic of cost, with these varying from extended passages on the financial costs of the resources (e.g., Attardi and Rogers, 2015), to discussions on the costeffectiveness of implementing a new resource (e.g., O'Byrne et al., 2008;Traser et al., 2015), and comparisons with the cost of a new resource compared to the traditional resources, such as printed text (e.g., Raynor and Iggulden, 2008) or cadaveric dissection (e.g., Hisley et al., 2008). ...
... Some models have attempted to identify the key components required to conduct an analysis, both prior to, and after the intervention has been embedded, but it is generally accepted that an analysis of this nature will consume considerable time and effort (Laurillard, 2007;Cook and Ellaway, 2015). While some studies did make reference to certain aspects of cost (Hisley et al., 2008;O'Byrne et al., 2008;Raynor and Iggulden, 2008;Richardson-Hatcher et al., 2014;Raney, 2015;Traser et al., 2015;Rinaldi et al., 2016), the vast majority made no reference whatsoever. However, it must be noted that the low level of cost-feasibility studies throughout the anatomy education literature does not necessarily mean they are not being conducted within institutions, just that the data is not reaching the academic community through journal articles or other outlets. ...
Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ. © 2017 American Association of Anatomists.
... Tablet terminal-based presentations designed to modify health-related behaviour during pregnancy are reported to be effective in both obstetric terms and in mental health care terms [5,6]. ...
... The present study demonstrated that the spread of tablet terminal-based explanations leads to improved patient understanding, and that tablet terminals are an effective method to explain IVF. Because tablet terminals are effective tools for transmitting knowledge, they may also aid in explanations given to people from other countries through language translation, such as English [5][6][7]. ...
Background
Explanations that involve medical care treatment take time. This also applies to explanations of in vitro fertilization (IVF) in the field of infertility treatment. This is because the cause of infertility differs from couple to couple, and because the explanations must begin with the mechanism of pregnancy. Recently, explanations facilitated by tablet terminals have been used in the field of medicine. In the present study, the efficacy and problems of explanations facilitated by tablet terminals were evaluated and compared with the explanations of IVF facilitated by paper-based pamphlets. MethodsA total of 249 couples were asked to read a paper-based pamphlet explaining IVF treatment, while 252 couples were asked to view an explanation on a tablet terminal. The patients then answered a seven-item questionnaire. The answers to the questionnaire were based on a three-point scale, and statistical analysis was performed with the Mann-Whitney U test. ResultsPatients responded that the explanation facilitated by the tablet terminal was significantly easier to understand for all seven questionnaire items (p <0.05).The answer ‘I did not understand’ was selected for the items related to ‘The treatment fees’ (4.8% of answers) and ‘Things to take note of, such as consultation times’ (6.7% of answers). Conclusion
While patients generally did not understand the mechanism of pregnancy, explanations of IVF treatment facilitated by a tablet terminal were found to be more effective than paper-based explanations, although there is room for improvement.
... This hypothesis was confirmed by the Likert-type scale survey data from the experimental group (Table 1), which showed that most students enjoyed using the apps and mobile devices in the lab, had a positive learning experience, felt that this modality motivated them to learn the subject matter and was more effective as a learning tool than the lab manual. Our results here are consistent with other studies, which find that students like using tablets and other mobile devices in the classroom, and report greater student engagement with the material as well as a potentially "enhanced learning experience" (Morris et al. 2016, Quant et al. 2016, Raney 2015, Wilkinson and Barter 2016. ...
... Although a small preliminary study that we conducted indicated a 10% higher average lab test score among students who used the digital technology, in the present study the analysis of quantitative test data did not yield statistically significant results, and is not reported here. Many authors (Perez et al. 2011, Raney 2015, Scibora and Mead 2015 indicate how difficult it is to extract meaningful data from experiments designed to measure the impact of mobile devices in the classroom. We anticipate continuing our investigations with a larger student sample size and increased access by the experimental group to the mobile devices and apps. ...
... In contrast to the present study, a recent study reported that anatomy students perceived that an iPad educational intervention improved laboratory and lecture performance [22]. However, this perceived improvement was based on the students' subjective views about their participation in lectures and laboratory sessions, and no pre/post intervention summative assessments were undertaken. ...
... However, this perceived improvement was based on the students' subjective views about their participation in lectures and laboratory sessions, and no pre/post intervention summative assessments were undertaken. Whether the intervention used in that study influences objective assessments needs to be established in further studies [22]. ...
Background
Anatomy apps supplement traditional learning; however, it is unknown if their use can improve students’ outcome. The present study examined whether the use of anatomy apps improved student performance on a neuroanatomy assessment.
Methods
Second-year anatomy students, enrolled in a Bachelor of Science with Chiropractic Major program, were randomly allocated to experimental and control groups in July 2015. Students completed the Self-Directed Learning Readiness Scale (SDLRS). The experimental group had access to iPads with four anatomy apps for three weekly classes (1.5 h each). One week after the last class, students were assessed by an online 30-question neuroanatomy test. Linear regression was used to examine the association between test scores and app use, gender, previous anatomy unit score and SDLRS scores. Students’ views on apps were collected by focus group discussion immediately after the test.
Results
Completed questionnaires were obtained from n = 25 control and n = 25 experimental students. There was no association between app use and neuroanatomy assessment score (B = 1.75, 95 % CI: -0.340-3.840, p = 0.099). Only previous anatomy unit score (B = 0.348, 95 % CI: 0.214-0.483, p < 0.001) affected neuroanatomy assessment scores. Students favored apps with clinical images and features including identification pins, sliding bars and rotatable 3D images.
Conclusions
App use did not enhance learning outcomes in a second-year anatomy unit.
... There are some studies that investigate about the trends of mobile learning [10], the perception of students or teachers [11][12][13][14], their challenges [11,15,16], benefits [11,17,18] but there are few of them related with the real impact of mobile learning [19][20][21][22]. ...
... They conducted a study with two groups (N = 26) and obtained that the participants using mobile app were more confident to learn new materials than the control group. In addition, other investigation in California [20] with undergraduate human anatomy course examined the performance of students analyzing three groups (without an iPAD, with limited access to the iPad and unlimited access The results indicate that at 0,05 level of significance, the pretest score for both groups did not significantly differ (ρ > 0,05) to this device) . In this case, the experiment lasted during a semester and the students were evaluated several times. ...
The aim of this research is to contribute to the general system education providing new insights and resources. This study performs a quasi-experimental study at University of Salamanca with 30 students to compare results between using an anatomic app for learning and the formal traditional method conducted by a teacher. The findings of the investigation suggest that the performance of learners using mobile apps is statistical better than the students using the traditional method. However, mobile devices should be considered as an additional tool to complement the teachers’ explanation and it is necessary to overcome different barriers and challenges to adopt these pedagogical methods at University.
... In traditional medical education, students tend to use textbooks and cadavers to learn anatomy, however, they do not provide the learner with any depth perception and/or detailed anatomy of small structures. The 3D imaging software such as Amira, virtual reality (VR), and 3D printing give students a more comprehensive and accurate understanding of the complex human heart anatomy (4)(5)(6). The use of the 3D approach can also be expanded to clinical settings, computational simulation of various arrythmias and medical device development. ...
Introduction
High-resolution digitized cardiac anatomical data sets are in huge demand in clinical, basic research and computational settings. They can be leveraged to evaluate intricate anatomical and structural changes in disease pathology, such as myocardial infarction (MI), which is one of the most common causes of heart failure and death. Advancements in high-resolution imaging and anatomical techniques in this field and our laboratory have led to vast improvements in understanding cardiovascular anatomy, especially the cardiac conduction system (CCS) responsible for the electricity of the heart, in healthy/aged/obese post-mortem human hearts. However, the digitized anatomy of the electrical system of the heart within MI hearts remains unexplored.
Methods
Five post-mortem non-MI and MI human hearts were obtained by the Visible Heart® Laboratories via LifeSource, Minneapolis, MN, United States (with appropriate ethics and consent): specimens were then transported to Manchester University with an material transfer agreement in place and stored under the HTA 2004, UK. After performing contrast-enhanced micro-CT, a visualization tool (namely Amira) was used for 3D high-resolution anatomical visualizations and reconstruction. Various cardiovascular structures were segmented based on the attenuation difference of micro-CT scans and tissue traceability. The relationship between the CCS and surrounding tissues in MI and non-MI human hearts was obtained. 3D anatomical models were further explored for their use in computational simulations, 3D printing and mix/virtual reality visualization.
Results
3D segmented cardiovascular structures in the MI hearts elicited diverse macro-/micro- anatomical changes. The key findings are thickened valve leaflets, formation of new coronary arteries, increased or reduced thicknesses of pectinate and papillary muscles and Purkinje fibers, thinner left bundle branches, sinoatrial nodal atrophy, atrioventricular conduction axis fragmentation, and increased epicardial fat in some hearts. The propagation of the excitation impulses can be simulated, and 3D printing can be utilized from the reconstructed and segmented structures.
Discussion
High-resolution digitized cardiac anatomical datasets offer exciting new tools for medical education, clinical applications, and computational simulation.
... With mobile technologies (smart phones, tablets and laptops) connectable to the internet [14], knowledge outside of the classroom is readily available and this provides a self-directed learning environment that gives the students the opportunity to study and practice [1,2,15,16]. Nearly all students now have mobile phones with which they can watch videos, play educational games and access social media [16]. ...
Global lockdown occasioned by COVID-19 pandemic showed that students in Nigeria ought to have continued learning at home if digital technologies were adequately deployed. Impact of technology-based self-directed learning of anatomy on academic performance was evaluated in a 10-month longitudinal cross-sectional study among 268 volunteer preclinical and anatomy students of two universities in South East Nigeria. Validated electronic questionnaire was used to extract information on students' demographics, knowledge, perceptions and use of technology-based self-directed learning of anatomy, as well as their average performance in most recent anatomy examinations. Anatomy and preclinical students' ratio were 41.8:58.2 but females and age-group of 21-25 years contributed 63.1 and 52.2% of the participants, respectively. About 69.4% of the students used smart phones, 46.3% downloaded one or no anatomy software while 49.6% experienced 5-9 hours daily phone-screen-time. Significant association was found between knowledge of technology-based self-directed learning and performance in anatomy courses (χ²=8.239; p=0.044). Respective 5.2%, 28.7%, 61.2%, and 4.9% of the students never, rarely, sometimes, and often used technology-based self-directed learning of anatomy. Students with good knowledge of technology-based self-directed learning (Adjusted OR = 1.049, p=0.007) are 1.05 times more likely to progress from lower to higher performance level when use and perception of technology-based self-directed learning are constant. Faculties should develop anatomy software, as well as provide computerized classrooms and laboratories for enhanced technology-based self-directed learning of anatomy. INTRODUCTION Background to the Study Student-directed learning (SDL) is a self-paced learning approach where the learner is responsible for his/her own progresses in education, and it is often augmented with technologies [1]. The self-directed learner's readiness and motivation to use web-based technologies and technology-based applications is paramount [2]. Students in developed countries continued learning anatomy at home using technologies [3]. The SDL involving social networks, learning management systems, and computer-assisted learning and assessment are now leading trends in the evolution of anatomy education [4, 5] as well as using Quick-time virtual reality objects in computer assisted instruction of gross anatomy [6].
... Electronic tools and resources can be used to create a well-structured anatomy course for better student involvement leading to improvement in understanding anatomy (Gbolahan Balogun, 2019). Tablets and relevant applications can increase student engagement with the material and objectively measure students' knowledge and retention in an undergraduate human anatomy course (Raney, 2016). The benefits of using mobile technology in the assessment of clinical skills prevail over the limitations (Snodgrass et al., 2014). ...
The affordances of technology‐based assessments, like the objectively structured practical examination, have become an integral part of gross anatomy courses. The Department of Anatomy Faculty of Medicine at the University of Warmia and Mazury developed and introduced an application for tablet devices which has been implemented in student examinations and assessments, called the tablet‐assisted objective structured spotter practical examination. It was created to simplify the educational process and to build a rich learning environment, facilitating deep learning for students through examination and feedback data. The method consists of cadaver stations with traditional corresponding pin spotters in an expanded tablet application. It not only provides instant feedback on various observations of teaching–learning skills but has also positively affected the entire process of education. The method provides an unbiased evaluation of knowledge and understanding of the anatomy course, ensuring objectivity and standardization. The current study was performed on a total of 608 first‐year medical students in Polish and English divisions and focused on the observed advantages since the new method was introduced. Outcomes indicate that after the implementation of the method for both the Polish and English divisions' first‐year medical students, the mean score of examinations significantly increased compared to other teaching–learning methods. The study highlights that students were excited about the implementation of the new method and identified its many benefits. It is recognized that technological development and the digital environment offer a range of opportunities and added value versus traditional assessment activities, methods, and processes.
... Debido a su desarrollo creciente, aunque los usos que se han ido proporcionando han sido tan espectaculares que han querido integrar su aplicabilidad a multitud de conocimientos, tales como la robótica, la educación, la cultura, empresarial, el ocio, la fotografía, la astronomía, la geolocalización, internet, etc.… Aunque existe numerosos estudios sobre la implantación de las tecnologías en el aula, apenas existen aproximaciones sobre el uso de las tabletas por los profesores universitarios (Nguyen, Barton, y Nguyen, 2015), ni se ha investigado el impacto de esta tecnología después de su empleo por parte de los docentes. En la actualidad, los proyectos se basan en demostrar el impacto de la implantación masiva de iPads en alumnos por parte de las Universidades ( Rankine-Venaruzzo, y Macnamara, 2015), experiencias que se han centrado en la percepción y el uso de los iPad por los estudiantes (Souleles y Pillar, 2014;Geer et al., 2015), o como apoyo para la docencia de diferentes asignaturas (Raney, 2015) Si bien, en uso de las tabletas tipo iPad tienen un desarrollo más amplio en la escuela infantil y secundaria, debido a la facilidad con la que se pueden aplicar los contenidos a estas etapas de la enseñanza, en el entorno universitario, se están empezando a ver sus potencialidades. Aunque en ocasiones se suelen situar como complemento del teléfono y el ordenador, para un uso individual, las utilidades pueden ser múltiples, no solo por las posibilidades del dispositivo en sí, sino porque acerca la tecnología a la vida diaria de la docencia, acorde con los avances en las demás disciplinas, ayuda a que los conocimientos se aproximen a las necesidades de los alumnos que al final redunda en un aumento de su motivación para el aprendizaje y la participación. ...
... When dissection and prosection are integral parts of a gross anatomy course, it can be challenging to select the most appropriate tools to optimize the learning experience and achieve desired learning goals. Students learning anatomy have a wide variety of preferences for learning resources, ranging from more traditional resources such as lecture notes, textbooks, atlases, to more modern forms of technology-enhanced learning (TEL), such as Internet-enabled online learning (Cook and Dupras, 2004;Jaffar, 2012), computer-based software programs (Inwood and Ahmad, 2005;Choi-Lundberg et al., 2016b), and mobile learning tools, including iPad applications and eBooks (Stirling and Birt, 2014;Raney, 2016). While students typically see the traditional learning resources as the primary vehicles of content delivery, many still utilize supplementary TEL resources in their review (Adamczyk et al., 2009;Davis et al., 2014). ...
Gross anatomy dissection in contemporary medical education must balance the traditional value of learning from the cadaver with the possibilities created by the use of digital tools as supplemental resources that personalize and deepen the student learning experience. This study broadly examined the design, implementation, and use of AnatomyShare, a novel iPad application employing learner‐generated content that allows students to securely share annotated images of their dissections with each other and take faculty‐generated image‐based quizzes during their first‐year medical school gross anatomy course. Almost all students enrolled in the course used the application (N = 176; 91% use based on analytics). Seventy‐five students responded to a survey asking how and when they used the application, along with their perceptions of its usefulness and contribution to learning. More students reported using the application outside of laboratory (97.3%) than during laboratory (85.3%), despite only in‐laboratory use being required. Taking quizzes using the “Exam” feature was the highest rated use of AnatomyShare, and students cited that the application exposed them to anatomical variation and motivated them to correctly identify structures during dissection. While steps need to be taken to combat low‐quality learner‐generated content and to enhance meaningful student interaction and collaboration, AnatomyShare was a feasible and highly rated supplement to dissection that provided valuable assessment opportunities for students. Future research will examine the impact of use on course grades and engagement in gross anatomy dissection.
... In particular, iPads are being increasingly used in classes at many levels (30-32) although they are not a ubiquitous feature in the classroom. The most often reported uses in undergraduate science classes are for Anatomy and Physiology, which tend to be particularly image-intensive (33,34). Given that today's students are digital natives and use electronic devices as a regular part of their daily lives, tablets such as the iPad are comfortable and intuitive for them to use. ...
Immunology is a fascinating and extremely complex field, with natural connections to many disciplines both within STEM and beyond. Teaching an undergraduate course in immunology therefore provides both opportunities and challenges. Significant challenges to student learning include mastering the volume of new vocabulary and figuring out how to think coherently about a physiological system that is so anatomically disseminated. More importantly, teaching immunology can be complicated because it requires students to integrate knowledge derived from prior introductory courses in a range of fields, including cell biology, biochemistry, anatomy and genetics. However, this also provides an opportunity to use the study of the immune system as a platform on which students can assemble and integrate foundational STEM knowledge, while also learning about a new and exciting field. Pedagogical theory has taught us that students learn best by engaging with complicated questions and by thinking metacognitively about how to approach solutions. Building this skill set in today's students, who now hail from a broad demographic and who are accustomed to acquiring their knowledge from a variety of different media, requires a new set of teaching tools. Using perspectives from four different immunology educators, we describe a range of student-centered, active learning approaches that have been field-tested in a number of different immunology classrooms and that are geared to a variety of learning styles. In this paper, we explore the hypothesis that active learning approaches to immunology improve comprehension and retention by increasing student engagement in class and their subsequent mastery of complex topics.
... There are also promising reports within the study of biological sciences, specifically physiology [10][11][12][13]. Data regarding the evaluation of the specific use and efficacy of mobile apps in higher level education are scarce; therefore, there is no clarity whether the This article is part of the Topical Collection on Education & Training impact of its use is positive with respect to students' academic achievement [14,15]. Therefore, we sought to evaluate the expectation and frequency of use of technological resources by medical students, with an emphasis on available mobile apps for the advancement of learning biological and medical sciences. ...
Nowadays, smartphones represent an invaluable tool to access educational material; however, the available information is not always accurate or evidence-based. Therefore, we aimed to evaluate the use of technology by medical students and assess the effect of a newly developed mobile app for the study of human physiology. We used a standardised questionnaire to assess the profile of educational technology use, from which a mobile app (PhysioQuiz) was developed. The effectiveness and user opinion were assessed in a randomised controlled study (n = 110). Of 1022 students enrolled in medical school, 489 (47.9%) participated in the study. Of the respondents, 96.7% used mobile applications, with the main purpose being entertainment (94.7%) and study (81.9%). Only 6.1% reported use of physiology apps. PhysioQuiz use did not yield higher average grades (p = 0.48); however, user opinion demonstrated that it was useful for assisted learning (82.1%) and identification of non-learned content (78.6%) and considered a tool for self-assessment (89.3%). Mobile app use is widespread among medical students but there is a lack of human physiology education apps. A newly developed app for the study of human physiology was useful for assisted learning and considered a tool for self-assessment.
... Por otro lado, la irrupción de las tecnologías móviles como teléfonos inteligentes y tablets, y el uso de aplicaciones descargables han adquirido un rol cada vez más protagónico en la educación en general y en los estudios médicos en particular (Farfán et al., 2016), demostrando su utilidad para el aprendizaje de diferentes temas morfológicos, particularmente cuando se complementan con métodos prácticos tradicionales como disecciones y/o prosecciones anatómicas (Lewis et al., 2014). En efecto, experiencias docentes recientes señalan que el aprendizaje de anatomía asistido con tablets facilita el logro de los objetivos instruccionales y mejora la eficacia y eficiencia educativa de la disección anatómica (Turney, 2007;Mayfield et al., 2013;Stewart & Choudhury, 2015;Raney, 2016). ...
In this article, we describe a novel proposal of an educational software platform to enhance the anatomy teaching in medical education. In order to determine the usefulness and impact of this platform, between 2016 and 2017, an inter-institutional experience was developed, which included the Universities of Antofagasta, Playa Ancha, Austral and Católica de Chile. The participation of anatomy departments in this experience, used the educational software platform to access 2D and 3D anatomical images and online multimodal practical-theoretical evaluations, being able to perform usability tests with their students. This project aims to improve teaching in the different anatomy departments throughout the country.
The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4–6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high‐quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper‐based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning.
Resumen
Introducción
las aplicaciones móviles para el aprendizaje de la anatomía humana son un formato de mobile learning que puede contribuir a la formación de los estudiantes de Ciencias de la Salud. El objetivo de este estudio es analizar el mercado de aplicaciones para el aprendizaje de la anatomía humana, con el fin de caracterizarlo y facilitar su difusión en el ámbito académico.
Métodos
se ha llevado a cabo una revisión de alcance en la plataforma de distribución digital Google Play siguiendo las directrices PRISMA y buscando todas las aplicaciones existentes destinadas al aprendizaje académico de la anatomía humana macroscópica.
Resultados
se encontraron 325 aplicaciones de 231 desarrolladores que se clasificaron en 8 categorías, siendo Atlas en 3D la más frecuente. El 76,6% de las aplicaciones abordaba la anatomía en general y el 23,4% alguna de sus partes. El 91,1% eran gratuitas, el 24,9% tenía compras en la aplicación, el 70,2% anuncios y la mitad llevaba más de un año sin ser actualizada. Las 15 aplicaciones más populares fueron gratuitas y de la categoría Atlas en 3D, liderando el ranking Anatomy Learning-Atlas de anatomía 3D y Órganos 3D (anatomía).
Conclusión
existe un mercado de aplicaciones de anatomía humana amplio, variado y económico que puede servir para complementar la formación de los estudiantes, aunque las compras en la aplicación, los anuncios y la desactualización pueden entorpecer la experiencia de aprendizaje. Creemos necesaria una evaluación rigurosa de las aplicaciones y la figura de un docente que previamente las haya testeado y asesore a sus estudiantes en la selección.
During the COVID-19 epidemic, online teaching was widely used at Nanjing Medical University. Based on the practice, student evaluation surveys were used as the main assessment to analyze the effect of online teaching. Eventually, 826 undergraduates at Nanjing Medical University participated in the questionnaire survey. This study described the present situation of online studying among medical students, and some suggestions were put forward. The survey showed that online education could not replace face-to-face learning, but it presented great potential for application in teaching fields.
While prior meta‐analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student‐centered learning (SCL) and computer‐aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student‐centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full‐text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically‐trained peers as evidenced by increases in short‐term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists.
This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students’ grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ. © 2017 American Association of Anatomists.
Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ. © 2016 American Association of Anatomists.
A strong body of evidence exists around the power of authentic learning as a pedagogical model to support learning for the future. In recent years, with the increased understanding and focus on authentic learning theory, the educator’s toolkit has continued to grow. Mobile technologies have also undergone rapid change during this time, including the emergence of a new category of mobile tablets inspired by the iPad. For teaching and learning to succeed in the future, we cannot afford to ignore technological and pedagogical change. This paper outlines the motivation and plans behind a study to augment the theory of authentic learning and develop a set of mobile authentic learning principles. The study is informed by the theories of authentic learning, cognitive tools and mobile learning supported by the educational affordances of the iPad. Design- based research methodology will be employed to ensure the rigor of the study through two iterations of experimentation with a first year tertiary information systems for business course.
https://aejmc.us/wp-content/uploads/sites/9/2014/03/tjmc-w14-langmia-glass.pdf
The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student-faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.
The number of courses higher education institutions are offering online, blended, or web-enhanced traditional classroom setting, continues to grow exponentially. At the same time, there is an upsurge of mobile technology that has multiple capabilities to support different instructional strategies. Among all adult groups, undergraduate students’ use of mobile technology in everyday life is relatively highest. This paper identifies the impact of infusing mobile technology in undergraduate course instruction for effective and quality learning. The paper also discusses the benefits of using mobile technology in undergraduate students’ learning process.
Finding, evaluating and using information are necessary skills for the 21st century college student to engage in critical thinking and problem-solving. This qualitative study was conducted during the fall of 2011 at a major research institution in an undergraduate face-to-face course entitled Multicultural Education. Professors designed a course to practice these skills outside and inside the classroom. Students were randomly assigned to the problem-solving class (17) and the traditional class (18) studying multicultural education for teacher education. The iPads were issued to the students in August of 2011 to be used not only in the Multicultural Education course, but students were also encouraged to use the devices in all of their courses throughout the fall and spring semesters. Students were expected to watch videos, read assignments and complete other course assignments before coming to class to engage in problem-solving using their iPads. This paper presents observational and survey data related to students and professor engaging in problem-solving activities.
The use of mobile technologies in learning has attracted much attention from researchers and educators in the past decade. However, the impacts of mobile learning on students' learning performance are still unclear. In particular, some schoolteachers still doubt the effectiveness of using such new technologies in school settings. In this study, a survey has been conducted by reviewing the 2008-2012 publications in seven well-recognised Social Science Citation Index (SSCI) journals of technology-enhanced learning to investigate the applications and impacts of mobile technology-enhanced learning. It is found that mobile learning is promising in improving students' learning achievements, motivations and interests. In addition, from the survey, it is found that smartphones and tablet PCs have gradually become widely adopted mobile learning devices in recent years, which could affect the adoption of sensing technologies in the future. Accordingly, several open issues of mobile learning are addressed.
In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school’s science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student’s personalized learning process. We chose to report the student’s inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student’s personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24 × 7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students’ personalized learning and helps them to fulfill their agency in such learning experiences.
University students are increasingly choosing to purchase e-textbooks for their mobile devices as an alternative to traditional textbooks. This study examines the relationship between textbook format and 538 university students' grades and perceived learning scores. Results demonstrate that there was no difference in cognitive learning and grades between the two groups, suggesting that the electronic textbook is as effective for learning as the traditional textbook. The mean scores indicated that students who chose e-textbooks for their education courses had significantly higher perceived affective learning and psychomotor learning than students who chose to use traditional print textbooks.
This article proposes an efficient numerical algorithm for small-sample exact inferences in contingency tables having ordinal classifications. The inferences, which apply conditional on the observed marginal totals, also provide an exact analysis for the log-linear model of linear-by-linear association for cell probabilities. An exact test of independence has a one-sided P value equal to the null probability that model-based maximum likelihood estimates of odds ratios are at least as large as the observed estimates. The conditional nonnull distribution yields confidence intervals for odds ratios having a linear-by-linear structure. The computations utilize an extension of the network algorithm proposed by Mehta and Patel (1983).
instruction, that is, as conveyors of information and tutors of students. Whn used in this way, information is "stored" in the technology. During the "instructional" process, learners perceive and try to understand the messages stored in the technology as they "interact" it. Interaction is often limited to pressing a key to continue the information presentation or responding to queries posed by the stored program. The technology program judges the learner's response and provides feedback, most often about the "correctness" of the learners response. Technologies that have been developed by instructional designers are often marketed to educators as "validated" and "teacher proof," removing any meaningful control of the learning process by the learners or the teachers. In this paper, we argue that technologies should not support learning by attempting to instruct the learners, but rather should be used as knowledge construction tools that students learn with, not from . In this way, learners function as designers, and the computers function as Mindtools for interpreting and organizing their personal knowledge. Mindtools are computer applications that, when used by learners to represent what they know, necessarily engage them in critical thinking about the content they are studying (Jonassen, 1996). Mindtools scaffold different forms of reasoning about conent. That is, they require students to think about what they know in different, meaningful ways. For instance, using databases to organize students' understanding of content organization necessarily engages them in analytical reasoning, where creating an expert system rule base requires them to think about the causal relationships between ideas. Students cannot use Mindtools as learning strategies without thinking deeply about what they are studying.
The authors investigated faculty and student perceptions regarding the use of cell phones and other electronic devices in the classroom. Students differed markedly from faculty, with students exhibiting much greater acceptance of in-class use of technology. Among students, the authors found that gender affected perceptions. Specifically, male students were more accepting of in-class use of technology than were female students. Also, graduate students were more disturbed by off-task use of laptop computers in class than their undergraduate counterparts. This research should be of interest to postsecondary educators and administrators in attempting to bridge the student-faculty generation gap, and in formulating policies regarding the use of electronic devices in the classroom.
This paper is a revised and expanded version of a paper entitled “iPadagogy: Appropriating the iPad within pedagogical contexts” presented at the MLearn 2011 Conference in Beijing, China, in which we compared and critiqued four mlearning projects using iPads in 2010. Using an action research methodology the authors explored the impact of the integration of the mlearning projects on the pedagogical approaches of these four courses in 2010, and built upon these in a further four courses in 2011. The eight iPad projects present different approaches to the integration of the iPad within a variety of educational contexts. The projects were informed by six critical success factors identified from thirty mlearning projects between 2006 and 2010, and illustrate the potential for the iPad to become a pedagogical game changer.
It has become increasingly apparent that no single method for teaching anatomy is able to provide supremacy over another. In an effort to consolidate and enhance learning, a modernized anatomy curriculum was devised by attempting to take advantage of and maximize the benefits from different teaching methods. Both the more traditional approaches to anatomy teaching, as well as modern, innovative educational programs were embraced in a multimodal system implemented over a decade. In this effort, traditional teaching with lectures and dissection was supplemented with models, imaging, computer-assisted learning, problem-based learning through clinical cases, surface anatomy, clinical correlation lectures, peer teaching and team-based learning. Here, we review current thinking in medical education and present our transition from a passive, didactic, highly detailed anatomy course of the past, to a more interactive, as well as functionally and clinically relevant anatomy curriculum over the course of a decade. Anat Sci Educ. © 2012 American Association of Anatomists.
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.
This article reports findings from a study investigating undergraduate biological sciences students' use of technology and computer devices for learning and the effect of providing students with a tablet device. A controlled study was conducted to collect quantitative and qualitative data on the impact of a tablet device on students' use of devices and technology for learning. Overall, we found that students made extensive use of the tablet device for learning, using it in preference to laptop computers to retrieve information, record lectures, and access learning resources. In line with other studies, we found that undergraduate students only use familiar Web 2.0 technologies and that the tablet device did not alter this behavior for the majority of tools. We conclude that undergraduate science students can make extensive use of a tablet device to enhance their learning opportunities without institutions changing their teaching methods or computer systems, but that institutional intervention may be needed to drive changes in student behavior toward the use of novel Web 2.0 technologies.
Mobile technology has mobilized the human interaction in all dimensions by supporting mobile collaboration. As collaboration is key to learning in today's educational environment, mobile technology has tremendous potential in supporting and improving education and its delivery. Given that mobile technology for education is a new phenomenon that is gaining popularity, the values of using mobile technology to support education need to be further researched and better understood. In this research, we used the Value-Focused Thinking approach to interview students and instructors to identify the values of education that are enabled by mobile technology. These values are represented in the form of a means-ends objective network that not only captures the values of education facilitated by mobile technology but also depicts the relationships between these values. The means-ends objective network derived from this research can serve as a conceptual foundation for future studies and provide useful guidelines to practitioners for implementation of mobile technology in education.
Content analysis is a widely used qualitative research technique. Rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. All three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. The major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. In conventional content analysis, coding categories are derived directly from the text data. With a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. A summative content analysis involves counting and comparisons, usually of keywords or content, followed by the interpretation of the underlying context. The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.
Introduction:
Anatomy teaching has perhaps the longest history of any component of formalised medical education. In this article we briefly consider the history of dissection, but also review the neglected topic of the history of the use of living anatomy.
Current debates:
The current debates about the advantages and disadvantages of cadavers, prosection versus dissection, and the use of living anatomy and radiology instead of cadavers are discussed.
The future:
Future prospects are considered, along with some of the factors that might inhibit change.
An increasing number of instructors are using mobile devices in place of “clickers” to acquire student responses to questions posed by the instructor during class. This exploratory study compared the number of correct, incorrect, and missing responses of students who responded to in-class polling questions using clickers or mobile devices. In one of two classes, students using mobile devices had a greater number of missing responses and fewer correct responses than students using clickers, but there were no differences in final grades. In the other class, there were no differences on these measures. Overall, students' attitudes toward using clickers and mobile devices were favorable, but 31% of those who reported using a mobile device could not connect to the Internet “sometimes” or “most of the time.” Of those who completed the technology survey, the majority (58%) reported being “never” or “rarely” distracted by other uses of their mobile device during class. Instructors who desire to have students use mobile devices for classroom polling should be aware of the possible differences in missing and correct responses, and the potential challenges unique to mobile technology.
In an era of digitally connected students, there is a demand for academic material to be delivered through electronic mobile devices and not just through traditional methods such as lectures and tutorials. A digital interactive book—iBook (for use on the Apple iPad)—was created to teach undergraduate anatomical science students (n = 26) four key areas of the brachial plexus: definitions, gross anatomy, relative anatomy, and functions of terminal branches. Students were asked to complete preresource and postresource questionnaires, which were used to calculate the mean improvement score and ultimately the efficacy of the resource. Free text comments were gathered to evaluate student opinions on this mode of learning. The mean score on the preresource and postresource questionnaires was 4.07 of 8 and 5.69 of 8, respectively. The overall mean improvement score was 1.62, determined statistically significant by a dependent t-test (P = 0.0004). Findings demonstrate that digital books on the iPad provide a uniquely interactive way of delivering information and engaging students. Furthermore, digital books can be used alongside traditional methods of teaching anatomy to enhance and promote deep learning in students. Anat Sci Educ. © 2014 American Association of Anatomists.
Traditionally, research on technology in mathematics education focuses on interactions between the user and the technology, but little is known about how technology can facilitate face-to-face interaction among students. We will explore the role that iPads versus traditional laptops play in shaping the learning spaces in which students explore concepts in business calculus. We will present a system for coding student interactions with the technology and fellow classmates during classroom observations. Our main result is that introducing the iPad, a portable device with a tactile interface and intuitive applications, enhances collaboration by allowing students to transition back and forth from private to public learning spaces.
This article discusses the problem of using and delivering educational content from the Moodle learning management system to mobile devices. The primary goal of this study was to investigate the students' habits, motivations and technical possibilities in order to incorporate mobile‐learning activities in the e‐learning process. A mobile quiz has been chosen as an activity to be delivered on mobile devices. The developed mobile quiz application was integrated into Moodle. The application interface was tailored to various types of mobile devices aiming to foster mainstreaming of mobile technologies in e‐learning. For the purposes of the evaluation, an experiment was conducted within the e‐learning system at the Faculty of Organizational Sciences, the University of Belgrade. Data were obtained from the students who attended e‐learning courses in the area of e‐business. Research findings have shown that integration of the mobile quiz application into Moodle improves students' results and increases satisfaction and motivation for using mobile devices in their learning process.
Anatomical education is a dynamic field where developments in the implementation of constructive, situated-learning show promise in improving student achievement. The purpose of this study was to examine the effectiveness of an individualized, technology heavy project in promoting student performance in a combined anatomy and physiology laboratory course. Mixed-methods research was used to compare two cohorts of anatomy laboratories separated by the adoption of a new laboratory atlas project, which were defined as preceding (PRE) and following the adoption of the Anatomical Teaching and Learning Assessment Study (ATLAS; POST). The ATLAS project required the creation of a student-generated, photographic atlas via acquisition of specimen images taken with tablet technology and digital microscope cameras throughout the semester. Images were transferred to laptops, digitally labeled and photo edited weekly, and compiled into a digital book using Internet publishing freeware for final project submission. An analysis of covariance confirmed that student final examination scores were improved (P < 0.05) following the implementation of the laboratory atlas project (PRE, n = 75; POST, n = 90; means ± SE; 74.9 ± 0.9 versus 78.1 ± 0.8, respectively) after controlling for cumulative student grade point average. Analysis of questionnaires collected (n = 68) from the post group suggested students identified with atlas objectives, appreciated the comprehensive value in final examination preparation, and the constructionism involved, but recommended alterations in assignment logistics and the format of the final version. Constructionist, comprehensive term-projects utilizing student-preferred technologies could be used to improve performance toward student learning outcomes. Anat Sci Educ. © 2014 American Association of Anatomists.
From the contexts of current social, educational and health policy, there appears to be an increasingly inevitable “mobilisation” of resources in medicine and health as the use mobile technology devices and applications becomes widespread and culturally “normed” in workplaces. Over the past 8 years, students from the University of Leeds Medical School have been loaned mobile devices and smartphones and been given access to mobile-based resources to assist them with learning and assessments as part of clinical activity in placement settings. Our experiences lead us to suggest that educators should be focusing less on whether mobile learning should be implemented and more on developing mobile learning in curricula that is comprehensive, sustainable, meaningful and compulsory, in order to prepare students for accessing and using such resources in their working lives.
This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer-reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, ProQuest Academic Research Library and Google Scholar, and conducted a content analysis of the full-text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting.
http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/abstract
Within weeks of becoming available, the iPad reportedly sold over 3 million units, a brisker pace than other tablets in the personal computer realm. Much of the early success might be attributed to the almost 250,000 applications that could run on the device and a similar interface to the popular iPod Touch and iPhone. This article considers whether the sales spark that has ignited a hardware revolution (numerous device manufacturers have launched–e.g., HP, RIM, Samsung, Motorola, and HTC–or have plans to launch tablet devices over the next year) is being matched on the software front, with a particular focus on K-12 teaching and learning. Authors consider the potential affect both the iPad and its applications might have on teaching and learning in K-12 settings and whether these technologies allow educators and students to accomplish what they otherwise could not, from a teaching and learning perspective.
This article presents faculty perceptions of the first month of iPad deployment in a national college system and a case study describing the integration of mobile learning devices in one college, interpreted within the framework of a SWOT analysis. We include a brief history of the implementation; description of the three-tier structure of infrastructure, pedagogy, and content; faculty perceptions; and pedagogy interview findings. We collected data using 1) case study interviews, 2) a faculty dispositional survey, and 3) iPad lead faculty. Overall, the large-scale deployment of iPad mobile learning devices was associated with high faculty engagement in formal and informal professional development activities and adoption of an active student-centered pedagogy. In addition, the program stimulated innovative approaches to technical challenges; and it spurred development and evaluation of new digital content.
Limited research has been conducted on the integration of Tablet-PCs in classroom instruction. This paper reports a qualitative study which investigates the acceptance of Tablet-PCs, seen as technological innovation, amongst teachers. The research approach intends to complement research on the acceptance of technology through a more detailed qualitative examination. Semi-structured interviews were conducted with 18 teachers during a pilot project introducing Tablet-PCs to classroom instruction at three different schools. The findings indicate diversity in the attitude of teachers towards the technology, but also with regards to the performance expectancy and the facilitating conditions.
Post-secondary classrooms are increasingly being filled by students of the mobile generation. This research study investigates the use of a cell phone-based audience response system (ARS) in post-secondary science teaching. Survey results show that students who either used or watched others using such a system enjoyed the activity, reported less boredom in class, found the activity made the class more interactive and were more emotionally engaged in the classroom. In addition, the activity was not considered to be a waste of either the students' time or learning time. From an instructor perspective, the resulting change of pace and the renewed student attention during a lecture was a positive outcome of the cellphone ARS. Several correlative variables were identified which can negatively impact (such as age, amount of post-secondary experience) or positively impact (such as text-messaging frequency) the perceived benefits of the ARS activity. Significant participation frequency effects that were documented suggest that the degree of participation in the ARS activity may affect the students' perceived desire for use of this technology in more than one class per semester. Implications for best practices in the use of cell phones as an ARS in science teaching are discussed.
The relative impact on student learning of three active learning strategies was studied. Sixty-three students in an undergraduate anatomy and physiology class used study guides for the respiration section, study guides combined with group quizzes for the phonation section, and study guides combined with student response systems (clickers) for the articulation and resonance section. Learning was measured by administering weekly quizzes, and student satisfaction was evaluated by a survey at the end of the third section of the course. Quiz scores were significantly higher under the clicker condition; students preferred clickers, but found the study guides to be most educationally beneficial. Study guides helped students organize information prior to class; clickers reassured them about what they had learned.
Anatomy has traditionally been a cornerstone of medical education, which has been taught via dissection and didactic lectures. The rising prevalence of mobile tablet technology means medical software applications ("apps") play an increasingly important role in medical education. The applications highlighted in this article will aid anatomical educators to identify which are the most useful in clinical, academic, and educational environments. These have been systematically identified by downloading all applications with keywords related to anatomy and then carrying out qualitative assessment. Novel anatomy applications from developers such as Visible Body, 3D4Medical, and Pocket Anatomy allow students to visualize and manipulate complex anatomical structures using detailed 3D models. They often contain additional content including clinical correlations and a range of media from instructional videos to interactive quiz functions. The strength of tablet technology lies in its ability to consolidate and present anatomical information to the user in the most appropriate manner for their learning style. The only question mark remains over the level of detail and accuracy of these applications. Innovative medical educators who embrace tablet technology will find that anatomy applications serve as a useful learning tool when used in conjunction with existing teaching setups. Clin. Anat., 2013. © 2013 Wiley Periodicals, Inc.
Background:
The incorporation of technology into medical education is critical for learners. Little is known about the effect of integrating iPad technology into undergraduate medical education.
Aims:
We introduced iPads into the first-year curriculum in 2011-2012. We aimed to evaluate students' use of, and attitudes toward, the iPad.
Methods:
We administered two surveys to students during the 2011-2012 academic year. Additionally, we conducted focus groups to further evaluate the effectiveness of iPad integration into the curriculum.
Results:
Survey data reflect mixed attitudes toward the use of the iPad in the preclinical curriculum. While a vast majority of students agree "the iPad has value in the medical curriculum" (79% in the first survey; 65% in the second survey), there was a decrease over time in the view that "the iPad is a positive addition to the curriculum" (75% in the first survey; 49% in the second survey). Focus group data indicate students appreciate certain aspects of iPad use in the curriculum, including improved curriculum interactivity, but the majority believe it cannot replace printed handouts at this time.
Discussion:
The iPad provides some benefits in undergraduate medical education. More studies are necessary to determine how the iPad is best incorporated into medical education.
Mobile technologies offer new opportunities to improve dissection learning. This study examined the effect of using an iPad-based multimedia dissection manual during anatomy laboratory instruction on learner's perception of anatomy dissection activities and use of time. Three experimental dissection tables used iPads and three tables served as a control for two identical sessions. Trained, non-medical school anatomy faculty observers recorded use of resources at two-minute intervals for 20 observations per table. Students completed pre- and post-perception questionnaires. We used descriptive and inferential analyses. Twenty-one control and 22 experimental students participated. Compared with controls, experimental students reported significantly (P < 0.05) less reliance on paper and instructor resources, greater ability to achieve anatomy laboratory objectives, and clarity of the role of dissection in learning anatomy. Experimental students indicated that the iPad helped them in dissection. We observed experimental students more on task (93% vs. 83% of the time) and less likely to be seeking an instructor (2% vs. 32%). The groups received similar attention from instructors (33% vs. 37%). Fifty-nine percent of the time at least one student was looking at the iPad. Groups clustered around the iPad a third of their time. We conclude that the iPad-manual aided learner engagement, achieved instructional objectives, and enhanced the effectiveness and efficiency of dissection education. Anat Sci Educ. © 2012 American Association of Anatomists.
This paper shares the theoretical and methodological frameworks that are deployed in a 3-year study to examine how Singapore primary school students leverage on mobile technology for seamless learning. This notion of seamless learning refers to the integrated and synergistic effects of learning in both formal and informal settings, which is distributed across different learning processes (emergent or planned) as well as across different spaces (in or out of class). Drawing insights from the literature and our study, we assert that we should jettison the technology-centric view to adopt a socio-cultural framework. This move puts us in a better position to make sense of the rich complexities coalescing around the students’ in-situ use of mobile devices. We also critiqued the adequacy of our people-centred data collection method, in particular, cooperative inquiry in capturing instances of seamless learning. Challenges of operationalising the cooperative inquiry approaches are also detailed in the paper.
This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John.
The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated.
NMC Horizon Report: 2014 Higher Education Edition
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The Sage Handbook of E‐Learning Research
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iPad or iFad–The mobile classroom
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How teachers are using technology at home and in their classrooms
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Educreations®: iPad Mac OS versions of interactive whiteboard app. Version 2.1.1
- Educreations
Notability®: iPad iPhone Mac OS versions of note-taking and annotation app. Version 5.7.2. Ginger Labs Inc
- Notability
Socrative Student®: iPhone iPad iPod touch Mac OS versions of student-response app. Version 2.2.1 Socrative Inc. Cambridge MA
- Socrative Student