AR and 2D methods boosted knowledge similarly, but the 3D AR method drew greater satisfaction and student preference (Lopez 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? Among 67 neuropsychology students, an AR 3D visualisation task and a 2D textbook-colouring task raised knowledge to a similar degree, while the 3D method received greater satisfaction ratings and was preferred by students. → 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

Study of 67 neuropsychology students comparing a mobile AR application for brain visualisation with a 2D textbook approach on knowledge, satisfaction and preference. The review's Table 5 additionally reports a strong AR preference effect (odds = 12.3, χ2 = 12.3, P < 0.001).

"The two methods boosted knowledge similarly, but the 3D method had greater satisfaction ratings and was more popular among students."

Discussion¶

Related Claims¶

• 3D visualisation training outperformed traditional teaching on exam outcomes and clinical practice assessment (Shao et al.) — related
• Interactive 3D stereoscopic video produced higher post-test scores on anatomical relationships and clinical reasoning than 2D video (Bernard et al.) — related
• 3D virtual-reality lecture was statistically non-inferior to 2D lecture on knowledge and rated better on spatial understanding and enjoyment (Kockro et al.) — related
• 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
• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — related
• Behavioral accuracy improved strongly over blocks but did not significantly differ among the 2D, 3D, and 2D/3D learning groups despite neural differences — related
• Mind mapping significantly improves knowledge retention in neuroanatomy learning versus didactic lecture (Teli et al., 2020) — related
• Augmented reality increased student engagement but not test performance in anatomical learning — possibly the same claim (merge candidate)
• Digital clinical skills teaching produces higher student satisfaction and engagement across multiple modalities, despite mixed efficacy for skills — related