Three-Dimensional E-Learning Application for Anatomy and Physiology of Brain (original) (raw)
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An interactive program to conceptualize the anatomy of the internal brainstem in 3D
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The Application of 3D Visualization Tool in Anatomy Education
One of the educational aspects of learning Anatomy at the secondary school level involves learning dimensional structure of human organs. The current learning practice uses a two-dimensional (2D) visualization tool that complicates the construction of mental models of three-dimensional (3D) anatomical structure, which typically comprises elements of breadth, width and depth. To overcome this problem, the researchers have developed a 3D web-based anatomical visualization tool using virtual reality (VR) technology. The development of the tool was based on the waterfall software development model. Essentially, the tool is equipped with interaction and navigation features to help students to visualize the intricate structure of an organ during the learning process. An experiment was conducted to evaluate the performance factors, such as learnability, effectiveness, efficiency, and user satisfaction, involving 18 respondents. The findings of the usability testing revealed that all the fo...
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Development of an AR and 3D-based mobile application exploring brain anatomy
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Neuroanatomy is the section of anatomy that many students find especially challenging. This phenomenon was defined by Ralph F. Jozefovicz as “Neurophobia”. To master neuroanatomy the learner must possess strong spatial mapping skills in order to visualise complex neuroanatomical structures and understand how they relate to each other. Textbooks and anatomical atlases are currently the most commonly used resources for teaching neuroanatomy. However, these have some major limitations due to their two-dimensional nature. Cadaveric dissections, which are currently considered a gold standard for studying anatomy, present some serious challenges, from both practical and ethical angles. There is growing demand for neurologists and specialists in adjacent disciplines, and as such, neurophobia amongst medical and life-science students is a serious issue. Using emerging technologies such as 3D and augmented reality (AR) for teaching anatomy (including neuroanatomy) has been proven to be effective in improving learning outcomes of the students. These technologies provide elements of novelty, which helps make the learning experience more exciting and enjoyable. This, in turn, increases students’ motivation and, subsequently, their academic performance. Building upon previous research, the decision was made to develop an AR and 3D-based mobile application which could be used as a learning aid by anyone willing to master neuroanatomy. The app features AR, 3D and 2D scenes, as well as a short quiz. AR functionality relies on an accompanying booklet, which contains AR-targets. The application was tested by twelve individuals that were recruited through the XRDRN network (www.xrdrn.org/) and social media (e.g. linkedin.com, twitter.com). Overall, findings suggest the high usability of the application. The study results also showed significant improvement of the neuroanatomy knowledge among the participants. While this study has some limitations, the developed application has the potential to become a useful learning tool for anyone seeking to master neuroanatomy.
International Journal of Anatomy and Research, 2020
Traditionally, the methods used in learning anatomy are based on the use of textbooks, 2D diagrams and dissection sessions meanwhile the human body is three dimensional (3D). However, students who have low-spatial ability have difficulties in understanding the structures in 3D space and finding muscles, nerves, and organs during dissection. Many students also experience discomfort with the use of cadavers in the dissecting room which has been considered to bring about a barrier to the teaching and learning of anatomy. Mobile devices allow students to have access to learning materials and information at their convenience, thus referred to as mobile learning or individualized learning which is integrated with anytime and anywhere learning. The study of anatomy is perceptible to the sense of touch and with the incorporation of "anatomy apps" on mobile devices, there is possibility of high level of interactivity whereby users can either rotate, flip, enlarge or reduce three dimensional anatomical structures to get a better understanding of these structures. This study was aimed at developing and evaluating an interactive 3D e-learning resource tool for study of the anatomy of the cervical vertebra. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) model of instructional design was used in this study for the development of the resource tool and evaluation of the impact of the resource on the participants. 90% of the respondents favored the fact that the iBook is user friendly and easy to navigate, 93% agreed that the user interface, layout and appearance of the iBook is well organized. 75% agreed that the written content of the e-learning tool provides appropriate knowledge for the study of the region. 80% of the respondents strongly agreed that the tool is a helpful educational tool for medical students, 80% of the respondents also agreed that the tool compliments the medical curriculum and 85% strongly supported that fact the tool is flexible and saves reading time. The e-learning resource tool produced as can serve as a teaching and a learning aid in the study of human anatomy and improve the teaching and learning process in general as it combines education and entertainment thereby, making anatomy a lot more intuitive.
An interactive 3D framework for anatomical education
International Journal of Computer Assisted Radiology and Surgery, 2008
Object This paper presents a 3D framework for Anatomy teaching. We are mainly concerned with the proper understanding of human anatomical 3D structures. Materials and methods The main idea of our approach is taking an electronic book such as Henry Gray's Anatomy of the human body, and a set of 3D models properly labeled, and constructing the correct linking that allows users to perform mutual searches between both media. Results We implemented a system where learners can interactively explore textual descriptions and 3D visualizations. Conclusion Our approach allows easily performing two search tasks: first, the user may select a text region and get a view showing the objects that contain the selected structures, and second, using the interactive exploration of a 3D model
He holds double Masters' degrees from India and UK. He has published more than 50 papers in print and online journals. He is a Neuroscience editor and peer-reviewer of WebmedCentral. He has posted more than 300 Neuroscience learning videos online, with his running commentaries. He is currently writing a Neuroscience book for medical students. He has presented papers in more than 11 international forums. He holds a provisional patent from USPTO on a computerized program for staging 26 human cancers. ABSTRACT Neuroscience has traditionally been a difficult subject to teach and learn. In an effort to ease the cognitive burden to the student when learning about the human brain, an interactive digital project was envisaged, based on the Visible Human Project of US National Library of Medicine. It consisted of two digital sagittal images of the human head, hyperlinked to a series of sequential transverse-sliced images of the same brain at 10-20 mm intervals from the top of skull to its base, all loaded on a mobile PC-based offline platform. Copious labels, descriptive texts, explanatory notes, cross-links and on-the-fly quizzes supplemented the learning experience, besides rendering it an enjoyable interactive exercise. Preliminary qualitative evaluations from medical students were encouraging. Non-dependency on Internet connectivity, sophisticated gadgetry or software enhanced its portability, versatility and usefulness. Comparison with eight similar digital learning media from other sources on the basis of 7 parameters confirmed the present digital project to be better than all of them, with a score of 6 on a 7-point scale. Across the board viewers were also awed by the single-click, seamless interactivity and interconnectivity of the digital media-based project, making it an experience worth remembering by all observers. While students can continue to learn from the project already created, definitive usability testing of the program with a standardized instrument will cement its effectiveness. Furthermore, this work can be expanded to other fields of research and education which will benefit Health science students, Clinicians, Educators and Researchers in Anatomy, Radiology and Surgery.
Web-based 3D medical image visualization framework for biomedical engineering education
2012
Medical imaging is one of the major fields in the multidisciplinary curriculum of biomedical engineering (BME). Biomedical engineers from different backgrounds need to understand biology in order to be able to develop effective equipment to improve healthcare diagnosis through medical images. Visualization tools are important in the learning process to improve biomedical engineer's understanding of medical imagery. In this work, we design a web-based 3D medical image visualization framework that can be used to improve medical image understanding in biology and anatomy. Our proposed framework provides not only 3D visualization, but also 3D reconstruction for medical images. This paper describes the design framework and the technology integration, as well as the implementation details. The developed system has been used as an educational tool prototype in a BME department. In order to evaluate the tool's usability, we tested it with BME students as well as doctors. We compared a conventional 2D visualization application and our proposed method with regard to system efficiency and user satisfaction. The 3D system generally demonstrated better performance and a higher level of satisfaction. The students were able to use our 3D tool to study 2D images effectively without prior background knowledge in anatomy.