This paper explores the use of augmented reality (AR) to improve memory recall and learning experiences in human anatomy and physiology. In particular, the opportunity to assess new computer technologies to improve learning environments may allow for an improvement in self-efficacy and a reduction in test anxiety. Twenty-two undergraduates participated in one of two study groups, the Microsoft HoloLens group (HLNS) or the traditional projector-based Microsoft Power Point group (PPT). Each group completed a five-minute, three-subject anatomy identification and brain physiology memory test. After a three-minute time delay, participants completed a fill-in-the-blank anatomy identification test and brain physiology question test, followed by questionnaires for systems self-efficacy and test anxiety. Results indicated the PPT group significantly outperformed the HLNS group in the brain lobe identification portion of the exam and had reported higher mean test anxiety scores (though not high enough to be considered unhealthy levels). However, the HLNS group showed a significantly higher preference to the learning experience compared to the PPT group based on the systems self-efficacy questionnaire. This pilot study demonstrates an opportunity for the HLNS to use used in learning environments to improve the psychological aspects of studying and test taking.
chen, chen; Zhang, Lei; Luczak, Tony; Smith, Eboni; and Burch, Reuben F.
"Using Microsoft HoloLens to improve memory recall in anatomy and physiology: A pilot study to examine the efficacy of using augmented reality in education,"
Journal of Educational Technology Development and Exchange (JETDE): Vol. 12
, Article 2.
Available at: https://aquila.usm.edu/jetde/vol12/iss1/2