Anatomy Learning In a Magic Way: Assessing the Capabilities of a Mixed Reality Technology for the Purpose of Anatomy Education

Abstract

When teaching anatomy and physiology at a university level, two resources have long been used as the standard method of teaching: Atlas textbooks and cadavers. While there is little doubt that these tools are effective, alternative teaching methods are often underutilized in the classroom. As the classroom paradigm continues to evolve, new technologies are also being developed. By combining these two ideas, the introduction and utilization of novel technology in classrooms can allow for alternative, effective teaching methods that appeal to a wider range of students. This research project developed and evaluated the capabilities of a novel technology that utilizes augmented and virtual reality for the purpose of anatomy education. This technology, called the Magic Mirror, uses a sensor to overlay human anatomical models onto a user while tracking their movements in a real-time three-dimensional environment. By using this technology, students are able to take an active role in learning human anatomy. User studies, student surveys, and professor questionnaires were conducted over the course of this thesis to evaluate the capabilities of the Magic Mirror while comparing it to standard methods of teaching human anatomy. The results demonstrated the potential of the Magic Mirror as an effective tool for anatomy education, producing similar results to Atlas textbooks for the short-term learning of anatomical structures in the cardiovascular system. It also showed the students’ and professors’ interest regarding the use of novel technology in the classroom. The Magic Mirror was able to provide a unique experience that cannot normally be obtained through the use of Atlas textbooks or cadavers. With continued development of the Magic Mirror, we are hopeful that it can one day be integrated as a part of the anatomy classes at the University of Ottawa.