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Undergraduate student acceptance of haptic simulation in gross anatomy learning

Yeom, S ORCID: 0000-0002-5843-101X 2017 , 'Undergraduate student acceptance of haptic simulation in gross anatomy learning', PhD thesis, University of Tasmania.

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Abstract

Factors influencing undergraduate students’ acceptance of a computer-aided
learning (CAL) resource for learning anatomy were researched and evaluated.
The resource used the Phantom Omni haptic stylus, which enables the user to
rotate, receive touch and kinaesthetic feedback, and display the names of
three-dimensional (3D) human anatomical structures. The perceived value of
the system was investigated with respect to user characteristics and system
functionality.
The Learning Anatomy with Haptic Feedback System (LAHFS) was developed
using the software development life cycle over three stages. It was tested by
students enrolled in bachelor degrees, including medicine, health sciences,
education, and computing. Their responses and attitudes towards LAHFS were
investigated using action research and design research methodology
frameworks, and quantitative and qualitative data were analysed using mixed
methods.
Participants generally thought the haptic learning system was useful, was easy
to use, and that they had performed well with it. Their perception of any
negative aspects was low, with little experience of mental or physical stress.
User intention to use the system or recommend it to others correlated with
their perception of usefulness and ease of use, more strongly with the former.
Ease of use ratings were significantly correlated with perceptions of system
usefulness and the usefulness of a quiz introduced in the final version.
Students with greater kinaesthetic learning preferences tended to rate the
system higher, and students with prior experience with 3D interfaces had
higher intention to use the system. Previous experience with haptic interfaces
did not affect user acceptance. Despite rating their performance with the
system lower, females were more likely to use or recommend the system than
males.
Qualitative analysis of feedback on the LAHFS system indicated that haptic
feedback and 3D visualisation were considered the best aspects of the system.
Suggested improvements included more rapid response times and extension
to a three dimensional display. Rankings of various learning resources
suggested LAHFS may be a better way of learning anatomy than websites,
other software, or anatomical atlases. Ease of use ratings declined across the
three versions as modules were added and system complexity increased.
Much previous research relating to haptic devices in medical and health
sciences has focused on advanced trainees learning surgical or procedural
skills. This study suggests that incorporating haptic feedback into virtual
anatomical models is a useful strategy at an undergraduate level.

Item Type: Thesis - PhD
Authors/Creators:Yeom, S
Keywords: haptic, force feedback, kinaesthetic learning, human anatomy, undergraduate medical students,
Copyright Information:

Copyright 2016 the Author

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