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This study examines the effects of augmented reality (AR) and 3D animation on students’ engagement, understanding, retention, and critical thinking in physiology education. A sample of 120 students were analyzed using various statistical methods. Descriptive statistics revealed a mean engagement score of 3.52 (SD = 1.12) and understanding score of 3.61 (SD = 1.08). While Friedman’s ANOVA showed no significant differences across time points (χ2 = 4.10, p = 0.128), Wilcoxon’s post hoc analysis indicated a significant improvement in retention between posttest and delayed posttest (Z = 724.5, p = 0.042). Spearman’s correlation found strong relationships between engagement and other metrics (rs = 0.77 to 0.81). This research highlights the novelty of AR/3D animation in improving long-term retention and critical thinking in physiology education.

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Transforming Physiology Education Through 3D Animation and Augmented Reality

  • 会议论文

  • 发表日期：

    2025年

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  • Arghya Kamal Roy,
  • Abhishek Kumar

摘要

This study examines the effects of augmented reality (AR) and 3D animation on students’ engagement, understanding, retention, and critical thinking in physiology education. A sample of 120 students were analyzed using various statistical methods. Descriptive statistics revealed a mean engagement score of 3.52 (SD = 1.12) and understanding score of 3.61 (SD = 1.08). While Friedman’s ANOVA showed no significant differences across time points (χ2 = 4.10, p = 0.128), Wilcoxon’s post hoc analysis indicated a significant improvement in retention between posttest and delayed posttest (Z = 724.5, p = 0.042). Spearman’s correlation found strong relationships between engagement and other metrics (rs = 0.77 to 0.81). This research highlights the novelty of AR/3D animation in improving long-term retention and critical thinking in physiology education.