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Abstract

The Technology Acceptance Model (TAM) was the basis of this study to investigate students’ acceptance of a haptic learning resource in anatomy education. Based on the two main elements, perceived ease of use and perceived usefulness of TAM, this study used additional elements such as gender, prior experiences with similar resources, learning preference modes, and enrolled undergraduate courses to investigate students’ learning achievement and acceptance. No significant differences were found between genders orenrolled courses in the acceptance of the system in terms of ‘ease of use’ and ‘usefulness’ of the system. Students with previous experience with 3D were more favourable to a haptic device, this was statistically significant (p = .025) for “would use” and they also scored higher on the associated quiz (p = .050, Mann-Whitney U test).

Item Type:	Book Section
Authors/Creators:	Yeom, S and Fluck, AE and Sale, A
Keywords:	Learning resource, Haptic interface, Anatomy learning, Phantom Omni
Publisher:	Springer Nature
DOI / ID Number:	10.1007/978-3-319-74310-3_26
Copyright Information:	Copyright 2017 IFIP International Federation for Information Processing
Related URLs:	Google Scholar: Yeom, S UTAS Profile: Yeom, S Google Scholar: Fluck, A UTAS Profile: Fluck, A UTAS Profile: Sale, A
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