Your Face, Your Anatomy: Flashcard Lenses Enriched with Knowledge Maps for Anatomy Education | TU Wien

Information

Publication Type: Conference Paper
Workgroup(s)/Project(s): not specified
Date: November 2024
ISBN: 979-8-3315-1647-5
Location: Seattle
Lecturer: Inês Lúcio
Event: 2024 IEEE International Symposium on Mixed and Augmented Reality (ISMAR)
Editor: Eck, Ulrich and Sra, Misha and Stefanucci, Jeanine and Sugimoto, Maki and Tatzgern, Markus and Williams, Ian
Booktitle: Proceedings 2024 IEEE International Symposium on Mixed and Augmented Reality (ISMAR)
Pages: 10
Conference date: 21. October 2024 – 25. October 2024
Pages: 495 – 504
Keywords: flashcards, anatomy education, mobile augmented reality, embodied learning, knowledge maps, snapchat

Abstract

Traditional anatomy flashcards, with their recognizable static illustrations on the front side and comprehensive lists of concepts on the back, are a long-standing tool for memorizing and refreshing anatomical concepts. This study repurposes such established tool by introducing two key elements: (i) Augmented Reality (AR) lenses acting as magic mirrors enabling users to view anatomical illustrations mapped onto their own faces, and (ii) a knowledge map layer acting as the card’s backside to visually and explicitly illustrate conceptual connections between anatomical reference points. Using Snapchat’s Lens Studio, we crafted a deck of interactive facial anatomy flashcards to assess the potential of AR and knowledge maps for retaining and refreshing anatomical concepts. We conducted a user study involving 44 university-level students. Divided into two groups, participants utilized either flashcard lenses with knowledge maps or traditional flashcards to quickly grasp and refresh anatomical concepts. By employing an approach that integrates anatomical quizzes for objective assessment with surveys and interviews for subjective feedback, our results indicate that anatomy flashcard lenses with knowledge maps offer a more engaging educational experience, yielding higher user preferences and satisfaction levels compared to traditional flashcards. While both approaches showed similar effectiveness in quiz scores, anatomy flashcard lenses with knowledge maps were favored for their usability, significantly reducing temporal demand. These findings underscore the engaging and effective nature of anatomy flashcard lenses with knowledge maps, highlighting them as an alternative tool for the quick retention and review of anatomical concepts.

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Entry in reposiTUm (TU Wien Publication Database)

BibTeX

@inproceedings{lucio-2024-yfy,
  title =      "Your Face, Your Anatomy: Flashcard Lenses Enriched with
               Knowledge Maps for Anatomy Education",
  author =     "Inês L\'{u}cio and Renata Raidou and Pedro Rodrigues and
               Daniel Simões Lopes",
  year =       "2024",
  abstract =   "Traditional anatomy flashcards, with their recognizable
               static illustrations on the front side and comprehensive
               lists of concepts on the back, are a long-standing tool for
               memorizing and refreshing anatomical concepts. This study
               repurposes such established tool by introducing two key
               elements: (i) Augmented Reality (AR) lenses acting as magic
               mirrors enabling users to view anatomical illustrations
               mapped onto their own faces, and (ii) a knowledge map layer
               acting as the card’s backside to visually and explicitly
               illustrate conceptual connections between anatomical
               reference points. Using Snapchat’s Lens Studio, we crafted
               a deck of interactive facial anatomy flashcards to assess
               the potential of AR and knowledge maps for retaining and
               refreshing anatomical concepts. We conducted a user study
               involving 44 university-level students. Divided into two
               groups, participants utilized either flashcard lenses with
               knowledge maps or traditional flashcards to quickly grasp
               and refresh anatomical concepts. By employing an approach
               that integrates anatomical quizzes for objective assessment
               with surveys and interviews for subjective feedback, our
               results indicate that anatomy flashcard lenses with
               knowledge maps offer a more engaging educational experience,
               yielding higher user preferences and satisfaction levels
               compared to traditional flashcards. While both approaches
               showed similar effectiveness in quiz scores, anatomy
               flashcard lenses with knowledge maps were favored for their
               usability, significantly reducing temporal demand. These
               findings underscore the engaging and effective nature of
               anatomy flashcard lenses with knowledge maps, highlighting
               them as an alternative tool for the quick retention and
               review of anatomical concepts.",
  month =      nov,
  isbn =       "979-8-3315-1647-5",
  location =   "Seattle",
  event =      "2024 IEEE International Symposium on Mixed and Augmented
               Reality (ISMAR)",
  editor =     "Eck, Ulrich and Sra, Misha and Stefanucci, Jeanine and
               Sugimoto, Maki and Tatzgern, Markus and Williams, Ian",
  booktitle =  "Proceedings 2024 IEEE International Symposium on Mixed and
               Augmented Reality (ISMAR)",
  pages =      "10",
  pages =      "495--504",
  keywords =   "flashcards, anatomy education, mobile augmented reality,
               embodied learning, knowledge maps, snapchat",
  URL =        "https://www.cg.tuwien.ac.at/research/publications/2024/lucio-2024-yfy/",
}