Review of Literatures

Educational technology is changing the way people engage and interact

with learning material. Its goal is to create a powerful environment where the

student can use their innate abilities of learning to grasp complex concepts and

acquire knowledge through observation, imitation and participation (Goodyear

and Retalis, 2010). In response to technological advancements, a variety of

multimedia information delivery tools have been developed and are currently in

use to enhance students’ learning outcomes, like podcasts, screencasts and

educational software available for use on a personal computer and mobile

devices, such as smartphones and tablets

Nursing students must gain many skills and acquire vast arrays of

knowledge throughout their time at university to become competent practitioners,

with anatomy in particular being one of the cornerstones of health education.

Anatomy is traditionally taught at the beginning of the course to provide

fundamental knowledge of nursing practice. It is commonly delivered in the form

of lectures, which include a slideshow presentation and a verbal description of

the concepts, dissections, clinical cases and self-directed study using two-

dimensional (2D) images and multimedia resources (Murgitroyd et al., 2015).

Anatomical learning is best done in a setting where desired structures can

be examined from all angles. This includes examinations of actual structures

using cadavers or synthetic recreations, such as silicone or plastic models.

Whilst a cadaver is an effective resource due to its ability to display spatial

information, textbooks are commonly used alongside the specimens in order to

identify the names of features and how the anatomy links with physiology (Codd

and Choudhury, 2011). Dissections also have limitations in terms of ethical

considerations especially in operating with a live animal specimen like a frog or a

mouse. It has been established that exploration of a virtual environment can help

to develop spatial knowledge, with the representations being nearly as accurate

as those being formed when exploring an object in real life (Dalgarno et al., 2002).

Virtual learning tools may also reduce the performance gap that exists between

those who struggle to visualize spatial structures and those confident in their

spatial ability (Chen, 2006), and even assist overall comprehension by reducing

the cognitive effort required when learning new anatomical contexts (Küçük et al.,

2016). Additionally, 3D models are especially beneficial in cases where traditional

methods of dissection may be limited in the ability to educate students on

complex structures, such as the middle ear and the larynx (Nicholson et al., 2006;

Nicholson et al., 2008; Hu et al., 2009). The use of 3D technology supplements

may also provide a benefit to student long-term retention of gross anatomy

(Peterson and Mlynarczyk, 2016), making it useful to supplement students

traditional anatomical learning techniques with modern virtualization techniques

and devices.