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Effects of 3D Visualization Tables o...

Sarmiento, Jorge Eduardo.

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Effects of 3D Visualization Tables on Students' Learning Outcomes in Gross Anatomy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of 3D Visualization Tables on Students' Learning Outcomes in Gross Anatomy./
Author:	Sarmiento, Jorge Eduardo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31243344
ISBN:	9798382332017

Effects of 3D Visualization Tables on Students' Learning Outcomes in Gross Anatomy.
Sarmiento, Jorge Eduardo.

Effects of 3D Visualization Tables on Students' Learning Outcomes in Gross Anatomy. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 129 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ph.D.)--Walden University, 2024.

Higher learning institutions teaching gross anatomy are implementing 3D technology, such as the Anatomage Table, to supplement cadaveric dissection. However, the literature is scant about the effects of introducing 3D technologies on students' learning outcomes in the study of gross anatomy. The purpose of this quantitative study was to determine the difference in written exam scores and laboratory exam scores between Doctor of Physical Therapy (DPT) students who participated in gross anatomy instruction using Anatomage Table technology for one semester and PT students who participated in gross anatomy with traditional only instruction at a local university. The study was guided by the adaptable learning theory framework for technology-enhanced learning (AF-TEL) and facilitating student engagement through educational technology. The study used a convenience sample of archival data (N=1334) from a five-campus university in the United States. The data were analyzed using the Mann-Whitney U test and Spearman's rho. Key findings demonstrated a significant difference for students using the Anatomage Table on laboratory exam scores, while written exam scores were not significantly different. Correlational analysis revealed a moderate, significant relationship between the Anatomage Table utilization and laboratory exam performance and a significant but small relationship between Anatomage Table utilization and written exam scores. Many students could be helped to select a learning environment that uses various modalities to learn anatomy. Institutions could make curricular designs to introduce tested technologies to enhance student comprehension and performance, thus advancing social change in the educational field.

ISBN: 9798382332017Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

3D technology

Effects of 3D Visualization Tables on Students' Learning Outcomes in Gross Anatomy.
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500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
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520 $a Higher learning institutions teaching gross anatomy are implementing 3D technology, such as the Anatomage Table, to supplement cadaveric dissection. However, the literature is scant about the effects of introducing 3D technologies on students' learning outcomes in the study of gross anatomy. The purpose of this quantitative study was to determine the difference in written exam scores and laboratory exam scores between Doctor of Physical Therapy (DPT) students who participated in gross anatomy instruction using Anatomage Table technology for one semester and PT students who participated in gross anatomy with traditional only instruction at a local university. The study was guided by the adaptable learning theory framework for technology-enhanced learning (AF-TEL) and facilitating student engagement through educational technology. The study used a convenience sample of archival data (N=1334) from a five-campus university in the United States. The data were analyzed using the Mann-Whitney U test and Spearman's rho. Key findings demonstrated a significant difference for students using the Anatomage Table on laboratory exam scores, while written exam scores were not significantly different. Correlational analysis revealed a moderate, significant relationship between the Anatomage Table utilization and laboratory exam performance and a significant but small relationship between Anatomage Table utilization and written exam scores. Many students could be helped to select a learning environment that uses various modalities to learn anatomy. Institutions could make curricular designs to introduce tested technologies to enhance student comprehension and performance, thus advancing social change in the educational field.
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