Enhancing heart anatomy education in middle schools: virtual reality or tablet-based mobile applications?

Abstract

This study examines the effects of virtual reality (VR) and tablet-based mobile applications (TBMA) in teaching heart anatomy to middle school students. A randomized-controlled trial was conducted in which 84 middle school students were divided into three groups: VR (n = 28), TBMA (n = 28), and control (n = 28). The students' knowledge levels regarding heart anatomy were assessed before and after the applications. In addition, the student's metacognitive awareness and satisfaction levels were measured after the TBMA and VR applications. The participants' opinions regarding the applications were evaluated using qualitative analysis techniques. Descriptive statistics, variance analysis, and t tests were used to analyze quantitative data, and Colaizzi's education method was prepared sevenfold to examine qualitative data. A significant increase in heart anatomy knowledge levels was observed in the distribution of VR and TBMA. However, no significant difference was found between the groups (p > 0.05). In addition, while the metacognitive awareness of heart anatomy was higher in the students in the VR group, the students in the TBMA group were more satisfied with the learning process. Students stated that learning heart anatomy with VR and TBMA methods was fun, informative, and enjoyable and that such applications should be used more in classes. This study reveals that technology-supported teaching methods can positively affect students' learning processes while teaching heart anatomy. More comprehensive research should be conducted with randomized-controlled and mixed-method studies in different age groups and various course subjects to evaluate the sustainability and effectiveness of technology-based applications.