Anatomi eğitiminde mobil öğrenmenin öğrencilerin öğrenme becerileri ve motivasyonuna etkisi: sistematik derleme

Anatomik yapıların anlaşılmasını kolaylaştıran teknolojiler, klasik yöntemlere kıyasla öğrenciler için avantajlıdır. Mobil öğrenme ve 3D görselleştirme yöntemlerinin öğrencilerin algı, memnuniyet ve kullanılabilirlikleri açısından oldukça faydalı olduğu bilinmektedir. Bu sistematik derlemenin genel amacı; anatomi eğitiminde mobil öğrenmenin etkilerini araştıran çalışmaları değerlendirmektir. Araştırmada Google Scholar, MEDLINE, PubMed ve Web of Science gibi elektronik veri tabanları kullanıldı. Anatomi eğitiminde mobil uygulama kullanımı 2013’den sonraki yayınlanan taramalar incelendi. ‘anatomy education’ ve ‘mobile learning’ anahtar kelimeler kullanılarak, anatomi eğitiminde kullanılan mobil uygulamalar hakkında bilgi içeren araştırma çalışmaları analiz edildi. Araştırmaya 10 Ocak ve 29 Mart 2022 tarihleri arasındaki veriler toplandı. Bu kapsamda elektronik taramalar sonucunda 12.220 makaleye ulaşılmıştır. Araştırmada uygunluk açısından 779 bilimsel yayına ulaşılmış ve bu yayınlardan 30 tanesi, çalışmanın konusuyla ilişkili bulunmuş ve incelemeye alınmıştır. Sistematik inceleme kapsamında incelenen 20 (%66) çalışmada mobil öğrenmenin üç boyutlu öğrenimin kolaylaştırdığı, motive edici ve eğlenceli olduğunu ifade edilmiştir. Çalışmanın 19 (%63) tanesinde anatomi eğitiminde tıp fakültesi öğrencilerinin mobil uygulamalar ile öğrenme etkinliği araştırılmış ve öğrencilerden olumlu dönüşler alınmıştır. Fakat 6 (%20) çalışmada öğrenciler kadavra eğitimi ile öğreniminin daha kolay olduğunu, okul dışında internet erişiminin sıkıntılı olduğunu, kişisel cihazlarına programları indirmede zorlandıklarını ve programların ücretli olmasından dolayı kullanamadıklarını dile getirmişlerdir 30 çalışmanın 7 (%23) tanesini AR ile yapılan uygulamalar oluşturmaktadır. Çalışmaların 8 (%26) tanesinde mobil uygulama ile anatomi öğrenen öğrencilerde final sınav sonuçlarının geleneksel yöntem ile öğrenen öğrencilere kıyasla daha yüksek puan aldığı görülmüştür. İncelenen makaleler; sınıf içinde, laboratuvarda ve sınıf dışında anatomi eğitimi için kullanılan mobil öğrenme tekniklerinin, geleneksel öğrenme yöntemlerine göre başarıyı artırdığı ve daha motive edici olduğu göstermiştir. Mobil uygulamalardan en çok başarı AR programlarının sağladığı ve öğrenci başarısı üzerinde herhangi bir olumsuz etkisi olmadığı görülmüştür.

Anahtar Kelimeler:

Anatomi Eğitimi, Arttırılmış Gerçeklik, Mobil Öğrenme, Sistematik Derleme.

The effect of mobile learning in anatomy education on learning skills and motivation of students: systematic review

Technologies that facilitate the understanding of anatomical structures are advantageous for students compared to classical methods. It is known that mobile learning and 3D visualization methods are very useful in terms of students' perception, satisfaction, and usability. The general purpose of this systematic review is to evaluate the studies investigating the effects of mobile learning in anatomy education. Electronic databases such as Google Scholar, MEDLINE, PubMed, and Web of Science were used in the research. The use of mobile applications in anatomy education Scans published after 2013 was reviewed. Research studies containing information about mobile applications used in anatomy education were analyzed using the keywords 'anatomy education' and 'mobile learning'. Data were collected for the study between January 10 and March 29, 2022. In this context, 12,220 articles were reached due to electronic scans. In the research, 779 scientific publications were reached in terms of appropriateness, and 30 were found to be related to the subject of the study and were considered. In 20 (66%) studies examined within the scope of systematic review, it was stated that mobile learning facilitates three-dimensional learning and it is motivating and fun. In 19 (63%) studies, the learning activity of medical faculty students in anatomy education with mobile applications was investigated, and positive feedback was received from the students. However, in 6 (20%) studies, students stated that cadaveric education was easier, internet access outside the school was problematic, they had difficulty in downloading programs to their personal devices and they could not use the programs because they were paid. 6 (20%) of 30 studies are applications made with AR. In 8 (26%) of the studies, it was seen that the final exam results of the students who learned anatomy with mobile application got higher scores than the students who learned with the traditional method. Examined articles have shown that mobile learning techniques used for anatomy education in the classroom, in the laboratory, and outside the classroom increase success and are more motivating than traditional learning methods. It has been seen that AR programs provide the most success among mobile applications and do not negatively affect student success.

Keywords:

Anatomy Education, Augmented Reality, Mobile Learning, Systematic Review.,

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