An AR application produced smaller test-score gains than cross-section study and higher extraneous cognitive load (Henssen et al.)¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a randomised study of 31 students, the cross-section group improved test scores significantly more than the GreyMapp-AR group, and the cross-section group reported greater relevance and extraneous cognitive load; motivation did not differ. → K Anniesmitha 2026

Evidence¶

K Anniesmitha 2026¶

K Anniesmitha, Rao K G Mohandas, Aithal P Ashwini, Bandekar Nikita N., Mandal Tatiyana, George Bincy M. (2026). Effectiveness of technology-enhanced learning in neuroanatomy education among health professionals - a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09764-w

q3 · i? · review · r3

Randomised study of 31 medical and biomedical students comparing an AR app (GreyMapp-AR, n = 15) with brain cross-section study (n = 16). The cross-section group "improved their test scores much more (P = 0.035)"; the review codes this as decreased learning with AR.

"Compared with the students with GreyMapp-AR, the students who worked with cross-sections (n = 16) improved their test scores much more (P = 0.035) (n = 15)."

Discussion¶

Related Claims¶

• CLT-aligned e-learning modules improved cognitive load profiles and OSCE performance in simulation-based medical training (review-attributed to Gutierrez et al., 2023) — a broader claim this one bears on
• Under high extraneous load (hint presentation and L and rL condition), no test-score increases were observed on identical or near-transfer problems — a broader claim this one bears on
• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — related
• Learner motivation and engagement (Kirkpatrick Level 1) were consistently high across technology-enhanced neuroanatomy interventions — reports the opposite
• VR module matched a textbook on anatomy knowledge at pre-, post- and retention testing while being rated more engaging and motivating (Stepan et al.) — related
• Improvements in objective knowledge outcomes (Kirkpatrick Level 2) from technology-enhanced learning were inconsistent across neuroanatomy interventions — a broader claim this one bears on
• Mind mapping significantly improves knowledge retention in neuroanatomy learning versus didactic lecture (Teli et al., 2020) — related