Virtual educational resources in higher education: Learning neuroanatomy through the application of augmented reality

Abstract

Introduction. Following an evident global reconfiguration, contemporary educational models demand innovation, critical thinking, and proficiency in digital environments. The objective of the present study was to immerse medical students in the use of digital resources for learning anatomy, with a particular focus on Augmented Reality (AR) 

Methodology. Anatomical dissections were performed with active student participation. Photographic techniques were applied to create 3D images using transfer technology for digital applications. This enabled the development of interactive, moving, and uniquely prototyped images of brain sections, which were then adapted for AR experiences. 

Results. The implementation results were evaluated, including student participation and satisfaction with teamwork. Findings are shared via QR code encoding, allowing students to access these files as immersive learning tools upon request. A high percentage of students expressed satisfaction with the method used for learning, based on the study’s outcomes, describing it as user-friendly and easy to visualize. 

Conclusions. This approach to learning is more dynamic, immersive, and up-to-date, establishing itself as a method that yields better academic results and higher levels of satisfaction.