scholarly journals The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kerem A. Bölek ◽  
Guido De Jong ◽  
Dylan Henssen
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Student Motivation ◽  
Test Scores ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Spatial Abilities ◽  
Assessment Tools ◽  
Anatomy Education ◽  
Significant Difference

AbstractThe use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (− 0.765 percentage-points (%-points); P = 0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (− 5.685%-points; P = 0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

scholarly journals The Effectiveness of the Use of Augmented Reality in Anatomy Education: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Kerem Bölek ◽  
Anne-Marie Van Cappellen van Walsum ◽  
Guido De Jong ◽  
Dylan Henssen
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Student Motivation ◽  
Test Scores ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Spatial Abilities ◽  
Assessment Tools ◽  
Anatomy Education ◽  
Significant Difference

Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/ 202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (-0.765%; P=0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (-5.685%; P=0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

scholarly journals Impact of Augmented Reality on Vocabulary Acquisition and Retention

2021 ◽  
Author(s):  
Megan Tyson
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Teaching Methods ◽  
Traditional Method ◽  
School Students ◽  
Content Areas ◽  
Significant Difference ◽  
The Impact ◽  
11Th Grade ◽  
Academic Content

The present study investigated the impact teaching academic vocabulary through an augmented reality (AR) approach had on acquisition and retention as compared to using a more traditional flash card based approach. 29 high school students ranging from 9th to 11th grade followed the pattern of a 10 word vocabulary pre-test, being taught those words through respective alternating AR and traditional vocabulary methods, and post-tested one week from the date of teaching. At the end of the testing and teaching process, the unit scores were compared to find if any differences occurred. Analysis revealed that there is a significant difference between the two teaching methods. Participants scored better in the AR unit as compared to the traditional unit. Furthermore, participants also reported greater satisfaction with the AR method because it held their attention, gave them something to focus on, and was overall more engaging. Comparatively, participants found the traditional method not engaging, however, they were comfortable with the traditional method because it is what they are comfortable with in the classroom. Given the curiosity of using AR in the classroom, more research could be conducted to find patterns in participant performance across all academic content areas as well as other uses for AR in the classroom. 

scholarly journals Evaluationof Integrated Modular Teaching in Chinese Ophthalmology Trainee Courses

2019 ◽  
Author(s):  
Wei Xin ◽  
Yuxian Zou ◽  
Yong Ao ◽  
Yu Cai ◽  
Zheqian Huang ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Test Scores ◽  
Flipped Classroom ◽  
Research Training ◽  
Steering Committee ◽  
Innovative Teaching ◽  
Final Grade ◽  
Significant Difference ◽  
Class Test

Abstract Background: Before receiving ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students of Sun Yat-sen University had finished two years of premedical education, following thesix years of medical courses including basic medical course, clinical medical courses, clerkship, and research training in medical school. Integrated modular teaching using different problem-based teaching methods in Ophthalmology was designed bythe teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students. Methods: A total of 100 medical students who was receiving ophthalmology trainee courses in Zhongshan Ophthalmic Centre were enrolled, which were randomly allocated to 4 groups according to teaching arrangement, each of which contained 6 small groups.The trainee courses included several sections and multiple methods, such as "flipped classroom"section and team-based learning section. The pre-class test and post-class test were used to evaluate the effectiveness of the integrated modular teaching, and participants satisfaction survey questionnaire was collected to investigate the satisfaction among the participants.Results: Comparing with the first-day-test scores, the last-day-test score was significantly improved in total (t=3.288, P=0.001) in a pair t test. There was no significant difference of the last-day-test scores (F=1.163, P=0.328) in an ANOVA test among the four groups, even when the final grade of ophthalmology before entering the trainee courses was significantly different, and a significant difference of the first-day-test scores was found (F=7.614, P=0.000) among the four groups. Since the pre-class knowledge of ophthalmology could be evaluated by the final grade of ophthalmology before entering the trainee courses and the first-day-test scores, these results just showed us that the integrated modular teaching using in trainee courseswas effective and useful. There were 19 students who had an outstanding improvement with ranking ahead of more than 10 in all the participants in the last-day-test, which did not have higher average scores for daily performance than other students (t=0.469, P=0.654). According to the participant satisfaction questionnaires, these innovative teaching methods were considered effective and popular.Conclusions:Integrated modular teaching was effective and popular to the medical college students in ophthalmology trainee courses.

scholarly journals A Methodological Quality Assessment of Meta-Analysis Studies in Dance Therapy Using AMSTAR and AMSTAR 2

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 446
Author(s):  
Hye-Ryeon Kim ◽  
Chang-Hwan Choi ◽  
Eunhye Jo
Keyword(s):  
Decision Making ◽  
Dance Therapy ◽  
Methodological Quality ◽  
Meta Analysis ◽  
Assessment Tools ◽  
Quality Level ◽  
Evidence Based ◽  
Evaluation Scores ◽  
Significant Difference

Although earlier meta-analysis studies have provided evidence-based information useful for decision-making, debate regarding their quality continues. This study aimed to evaluate the quality of meta-analysis studies in the field of dance therapy (DT) using the Assessment of Multiple Systematic Reviews (AMSTAR) and AMSTAR 2 assessment tools. Meta-analysis studies on DT were collected from various databases. Seven meta-analysis studies were selected for this study. Our findings showed that the quality level of the meta-analysis studies related to DT was “High” on the AMSTAR evaluation, but their quality decreased to “Low” on the AMSTAR 2 evaluation. Moreover, using AMSTAR 2, 71.43% of the studies fell within the category of “Moderate” or below. There was no statistically significant difference in the quality scores of the characteristics of these studies. Our results suggest that (1) education on meta-analysis guidelines is required to improve the quality of DT-related meta-analysis studies, and (2) methodological caution is warranted, since different outcomes in evaluation scores for each tool may be obtained when using AMSTAR and AMSTAR 2. Based on this study, it is expected that common and specific guidelines for meta-analysis in DT can be established.

scholarly journals Effect of Interventions on Spatial Abilities in Anatomy Education: A Systematic Review and Meta‐Analysis

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Jean Langlois ◽  
Christian Bellemare ◽  
Josée Toulouse ◽  
George A. Wells
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Spatial Abilities ◽  
Anatomy Education

scholarly journals The prevalence of and risk factors for dysphagia among elderly residents in nursing homes: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Zhao Hu ◽  
Baohua Zheng ◽  
Atipatsa Chiwanda Kaminga ◽  
Huilan Xu
Keyword(s):  
Risk Factors ◽  
Systematic Review ◽  
Nursing Homes ◽  
English Language ◽  
Meta Analysis ◽  
Functional Limitation ◽  
Significant Risk ◽  
Assessment Tools ◽  
Significant Difference ◽  
Prevalence Estimates

Abstract Background Elderly residents in nursing homes are at high risk for dysphagia. However, the prevalence estimates of this condition and its risk factors among this population were inconsistent. Objective To estimate the prevalence of dysphagia and examine its risk factors among the elderly in nursing homes. Methods Electronic database of PubMed, Web of science, Embase for English language, Wangfang, VIP and CNKI for Chinese language were systematically searched to identify relevant observational studies published not later than July 4, 2021. Studies conducted in nursing homes and reported dysphagia assessment methods were included. Results In total, 43 studies involving 56,746 participants were included in this systematic review and meta-Analysis. The overall pooled crude prevalence of dysphagia was 35.9% (95%CI: 29.0%, 43.4%), with high heterogeneity (I2 = 99.5%). There was a statistically significant difference in prevalence estimates with respect to study locations, methods of assessment of dysphagia, dysphagia assessment staff, representativeness of samples, and validity of assessment tools. Pooled estimates indicated that male (OR = 1.13, 95%CI: 1.00, 1.27), cognitive impairment (OR = 2.47, 95%CI: 1.59, 3.84), functional limitation (OR = 2.59, 95% CI: 1.75, 3.84), cerebrovascular disease (OR = 2.90, 95%CI: 1.73,4.87), dementia (OR = 1.50, 95%CI: 1.15, 1.96) and Parkinson’s disease (OR = 1.81, 95%CI: 1.06, 3.08) were significant risk factors for dysphagia. Conclusions The prevalence of dysphagia in nursing homes is relatively high, and with high heterogeneity. Also, many factors were associated with the risk of dysphagia. Further research is needed to identify strategies for management and interventions targeted at these disorders in this population.

scholarly journals Impact of Augmented Reality on Vocabulary Acquisition and Retention

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Megan Tyson
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Teaching Methods ◽  
Traditional Method ◽  
School Students ◽  
Content Areas ◽  
Significant Difference ◽  
The Impact ◽  
11Th Grade ◽  
Academic Content

The present study investigated the impact teaching academic vocabulary through an augmented reality (AR) approach had on acquisition and retention as compared to using a more traditional flash card based approach. 29 high school students ranging from 9th to 11th grade followed the pattern of a 10 word vocabulary pre-test, being taught those words through respective alternating AR and traditional vocabulary methods, and post-tested one week from the date of teaching. At the end of the testing and teaching process, the unit scores were compared to find if any differences occurred. Analysis revealed that there is a significant difference between the two teaching methods. Participants scored better in the AR unit as compared to the traditional unit. Furthermore, participants also reported greater satisfaction with the AR method because it held their attention, gave them something to focus on, and was overall more engaging. Comparatively, participants found the traditional method not engaging, however, they were comfortable with the traditional method because it is what they are comfortable with in the classroom. Given the curiosity of using AR in the classroom, more research could be conducted to find patterns in participant performance across all academic content areas as well as other uses for AR in the classroom. 

META- ANALYSIS OF THE USE MOVIE TRAILER IN EFL CLASSROOM

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Umi Halimatus Saidah ◽  
Aang Fatihul Islam
Keyword(s):  
Teaching Methods ◽  
Meta Analysis ◽  
Basic Data ◽  
English Learning ◽  
Research Results ◽  
Use Of Technology ◽  
Support Tools ◽  
To Come

The scenes in the trailer shown are all sorts of interesting and prominent scenesto attract the attention of potential viewers and be able to describe the entire contents of the movie without giving too much information. The trailer was created to promote theatrical release of the movie and the movie trailer was a clip containing all the parts of the advertised movie, shown before other movie screenings in the cinema, and aimed for the audience to come to watch. The best way to teach English is to use interesting material, appropriate teaching methods, the use of technology that can be one of the important and effective support tools. Meta-analysis is essentially a synthesis of a topic taken from several research reports. Based on the synthesis is drawn conclusions about the topic under study. This research uses some similar research results as basic data in conducting studies and conclusions. From the same five studies, it is concluded that Movie Trailer is effective as a learning medium because it can improve understanding in English learning.

Laser Influence on Dental Sensitivity Compared to Other Light Sources Used During In-office Dental Bleaching: Systematic Review and Meta-analysis

2020 ◽  
Vol 45 (6) ◽  
pp. 589-597
Author(s):  
BGS Casado ◽  
EP Pellizzer ◽  
JR Souto Maior ◽  
CAA Lemos ◽  
BCE Vasconcelos ◽  
...  
Keyword(s):  
Randomized Clinical Trials ◽  
Color Change ◽  
Meta Analysis ◽  
Present Review ◽  
Cochrane Library ◽  
Light Sources ◽  
Eligibility Criteria ◽  
Tooth Color ◽  
Significant Difference ◽  
Meta Analyses

Clinical Relevance The use of laser light during bleaching will not reduce the incidence or severity of sensitivity and will not increase the degree of color change compared with nonlaser light sources. SUMMARY Objective: To evaluate whether the use of laser during in-office bleaching promotes a reduction in dental sensitivity after bleaching compared with other light sources. Methods: The present review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) and is registered with PROSPERO (CDR42018096591). Searches were conducted in the PubMed/Medline, Web of Science, and Cochrane Library databases for relevant articles published up to August 2018. Only randomized clinical trials among adults that compared the use of laser during in-office whitening and other light sources were considered eligible. Results: After analysis of the texts retrieved during the database search, six articles met the eligibility criteria and were selected for the present review. For the outcome dental sensitivity, no significant difference was found favoring any type of light either for intensity (mean difference [MD]: −1.60; confidence interval [CI]: −3.42 to 0.22; p=0.09) or incidence (MD: 1.00; CI: 0.755 to 1.33; p=1.00). Regarding change in tooth color, no significant differences were found between the use of the laser and other light sources (MD: −2.22; CI: −6.36 to 1.93; p=0.29). Conclusions: Within the limitations of the present study, laser exerts no influence on tooth sensitivity compared with other light sources when used during in-office bleaching. The included studies demonstrated that laser use during in-office bleaching may have no influence on tooth color change.

Copper Concentrations in Breast Cancer: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 27 (37) ◽  
pp. 6373-6383 ◽  
Author(s):  
Leila Jouybari ◽  
Faezeh Kiani ◽  
Farhad Islami ◽  
Akram Sanagoo ◽  
Fatemeh Sayehmiri ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Systematic Review ◽  
Breast Tissue ◽  
Reference Lists ◽  
Meta Analysis ◽  
Cancer Risks ◽  
Hair Samples ◽  
Significant Difference ◽  
Mean Differences ◽  
Very High

: Breast cancer is the most common neoplasm, comprising 16% of all women's cancers worldwide. Research of Copper (Cu) concentrations in various body specimens have suggested an association between Cu levels and breast cancer risks. This systematic review and meta-analysis summarize the results of published studies and examine this association. We searched the databases PubMed, Scopus, Web of Science, and Google Scholar and the reference lists of relevant publications. The Standardized Mean Differences (SMDs) between Cu levels in cancer cases and controls and corresponding Confidence Intervals (CIs), as well as I2 statistics, were calculated to examine heterogeneity. Following the specimens used in the original studies, the Cu concentrations were examined in three subgroups: serum or plasma, breast tissue, and scalp hair. We identified 1711 relevant studies published from 1984 to 2017. There was no statistically significant difference between breast cancer cases and controls for Cu levels assayed in any studied specimen; the SMD (95% CI) was -0.01 (-1.06 - 1.03; P = 0.98) for blood or serum, 0.51 (-0.70 - 1.73; P = 0.41) for breast tissue, and -0.88 (-3.42 - 1.65; P = 0.50) for hair samples. However, the heterogeneity between studies was very high (P < 0.001) in all subgroups. We did not find evidence for publication bias (P = 0.91). The results of this meta-analysis do not support an association between Cu levels and breast cancer. However, due to high heterogeneity in the results of original studies, this conclusion needs to be confirmed by well-designed prospective studies.

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