Effective Incorporation of Augmented Reality Lessons into Adolescent Anatomy & Physiology Curriculum

Abstract

As technology has continued to expand our society’s interconnectedness, it has also provided educators with a large opportunity to use this technology as a resource for engagement in the classroom. Three-dimensional modeling systems such as augmented reality (AR) have allowed for students to explore scientific phenomena that previously could not be observed and immerse themselves into environments that would otherwise be inaccessible or put them in simulations that allow for interactions that they would not get in their typical day-to-day life. Utilizing AR systems in the adolescent classroom provides a unique opportunity for educators to further engage students in the learning process. With a direct connection between student engagement/interest and cognitive development, using a new, interesting system of technology, which breaks away from the monotony of classroom instruction, can be a refreshing and enjoyable way to learn science. To apply this research, Anatomy & Physiology Curriculum was created in collaboration with the Aquinas Institute of Rochester for their use. These materials were developed with a direct incorporation of AR lessons into the learning process. These lessons allowed for an easy progression of the use of AR to ensure proper utilization of the tool and explores a large variety of body systems in a manner that cannot be done in a typical classroom setting.