AR as an Interactive Tool in Education
Summary of the project
We are working on the integration of augmented reality (AR) using the Microsoft HoloLens 2 in the Heart & Blood course, a 2nd-year bachelor's course within the faculty of Biomedical Engineering. We aim to evaluate the value and effectiveness of the AR sessions in enhancing student learning by making a comparison between a traditional human anatomy practicum at UMC Utrecht and AR practica. Students found the traditional anatomy practicum valuable for understanding the anatomy and real-life dimensions of the heart, while the AR sessions provided an engaging 3D experience that improved their understanding of heart function and blood flow. The AR labs were considered a useful complement to the traditional anatomy practicum, but the traditional anatomy practicum could not be replaced by AR.
Objectives
Anatomy is a visual science and one of the cornerstones of (bio)medical engineering education. Studying anatomy requires an understanding of structure-function relationships in complex organs like the heart. Dissection anatomy training helps deepen knowledge of anatomical structures, but it is costly, poses ethical questions and the usually older and diseased bodies do not match the texture, colors, and above all the movement, of living bodies. Recent development of modern learning tools, like the HoloLens 2, make use of real-time 3D graphics in extended reality and allow students to experience a more appropriate representation of human anatomy in an interactive learning experience setting. Moreover, with HoloLens 2, users can still see their physical surroundings, which allows easy interaction between students and tutors.
Results and learnings
The main results of the study show that students found both the traditional anatomy practicum and the augmented reality (AR) sessions valuable, but in different ways. The traditional practicum provided a tangible understanding of the heart’s structure and real-life dimensions, while the AR sessions offered a dynamic 3D view of heart function, enhancing comprehension of processes like blood flow. However, students experienced technical challenges with the AR labs, especially in the first session, which led to distractions and difficulty focusing on the content. Feedback highlighted the need for clearer introductions to the AR labs, more opportunities for interaction and feedback, and a better explanation of how the AR sessions complement the theoretical course material. Overall, the AR labs were seen as a useful supplement but could be improved by streamlining content and session length. In the academic year 2024-2025, the course was amended based on received feedback and additional research on the user and learning experiences will be conducted.
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