Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load
By Sevda Küçük, S. Kapakin, Yüksel Göktaş. Anatomical Sciences Education, 2016
400 citations recorded by the source corpus.
Subfields: Biomedical Engineering, Computer Vision and Pattern Recognition, Information Systems
View Paper: https://www.semanticscholar.org/paper/067c53af481290eecc5d326d0267ef1a7f2e244c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
Citations in the corpus
- The rise of ChatGPT: Exploring its potential in medical education (2023, background): “11,12 Thus, the use of ChatGPT in medical education has the potential to revolutionize how students learn biomedical sciences.”
- Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis (2020, neutral): “Only 3 [32,33,63] of 7 studies [30-33, 56,”
- The effectiveness of virtual and augmented reality in health sciences and medical anatomy (2017, neutral): “…tools use a combination of words and pictures (Mayer, 2009), such as with “screencasts” which are videos captured on a computer screen accompanied by an audio narration (Green et al., 2012) and commonly used as a replacement to lecture recordings (Dey et al., 2009) or tutorials (Lee et al., 2008).”