Date of Conferral

5-3-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Deanne Otto

Abstract

Higher learning institutions teaching gross anatomy are implementing 3D technology, such as the Anatomage Table, to supplement cadaveric dissection. However, the literature is scant about the effects of introducing 3D technologies on students’ learning outcomes in the study of gross anatomy. The purpose of this quantitative study was to determine the difference in written exam scores and laboratory exam scores between Doctor of Physical Therapy (DPT) students who participated in gross anatomy instruction using Anatomage Table technology for one semester and PT students who participated in gross anatomy with traditional only instruction at a local university. The study was guided by the adaptable learning theory framework for technology-enhanced learning (AF-TEL) and facilitating student engagement through educational technology. The study used a convenience sample of archival data (N=1334) from a five-campus university in the United States. The data were analyzed using the Mann-Whitney U test and Spearman’s rho. Key findings demonstrated a significant difference for students using the Anatomage Table on laboratory exam scores, while written exam scores were not significantly different. Correlational analysis revealed a moderate, significant relationship between the Anatomage Table utilization and laboratory exam performance and a significant but small relationship between Anatomage Table utilization and written exam scores. Many students could be helped to select a learning environment that uses various modalities to learn anatomy. Institutions could make curricular designs to introduce tested technologies to enhance student comprehension and performance, thus advancing social change in the educational field.

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