The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart
Background Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike. Objective Textbooks and l...
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| Veröffentlicht in: | Journal of computer assisted learning 2022-06, Vol.38 (3), p.651-667 |
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| creator | Hite, Rebecca L. Jones, Melissa Gail Childers, Gina M. Ennes, Megan E. Chesnutt, Katherine M. Pereyra, Mariana Cayton, Emily M. |
| description | Background
Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike.
Objective
Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.
Methods
An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart.
Results and Conclusions
Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.
Takeaways
Results suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.
Lay Description
What is already known
An ongoing challenge for science and medical educators alike is teaching their students about the human heart—its form, function, and how the heart is integrated into a larger body system for homeostasis.
Three‐dimensional (3D), haptic‐enabled (HE) and virtual reality (VR) technologies (emerging technologies) provide robust visualizations to help improve learning among tertiary‐level learners, like undergraduate, graduate, and medical students.
To what extent, if any, do younger secondary science learners (like students in the sixth and ninth grades) receive similar benefits when learning with emerging technologies.
What this |
| doi_str_mv | 10.1111/jcal.12638 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2652799538</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1333286</ericid><sourcerecordid>2652799538</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3238-5348559d28960a7965601732eb57e672bc7ab24e66334b40ea7fd771b82873ab3</originalsourceid><addsrcrecordid>eNp9kLtOxDAQRS0EEsujoUeyRIcI-JHYTolgeQmJBurIyU42XrLxYjvAdnwC_CJfgneDKJlmijlz78xF6ICSUxrrbFbp9pQywdUGGlEusoRJlm-iEWFCJGlO8m204_2MECJzoUbo67EB3AfTmrDEtsb88gQ3ehFM9f3xCZ0uW5ic4FfjQq9b7ECvwQBV09nWTg14XFuHfegn0AX83Nm3uDEFPNWm89h0OESDys4XLbzj0qyX4pHYL32A-cpyBTT9XHe4Ae3CHtqqdeth_7fvoqer8ePFTXL_cH17cX6fVJxxlWQ8VVmWT5jKBdHxmUwQKjmDMpMgJCsrqUuWghCcp2VKQMt6IiUtFVOS65LvoqNBd-HsSw8-FDPbuy5aFkxkTOZ5xlWkjgeqctZ7B3WxcGau3bKgpFhFXqwiL9aRR_hwgMGZ6g8c31HOOVMizukwfzMtLP9RKu7io4PmD_2kjw0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2652799538</pqid></control><display><type>article</type><title>The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart</title><source>Access via Wiley Online Library</source><creator>Hite, Rebecca L. ; Jones, Melissa Gail ; Childers, Gina M. ; Ennes, Megan E. ; Chesnutt, Katherine M. ; Pereyra, Mariana ; Cayton, Emily M.</creator><creatorcontrib>Hite, Rebecca L. ; Jones, Melissa Gail ; Childers, Gina M. ; Ennes, Megan E. ; Chesnutt, Katherine M. ; Pereyra, Mariana ; Cayton, Emily M.</creatorcontrib><description>Background
Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike.
Objective
Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.
Methods
An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart.
Results and Conclusions
Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.
Takeaways
Results suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.
Lay Description
What is already known
An ongoing challenge for science and medical educators alike is teaching their students about the human heart—its form, function, and how the heart is integrated into a larger body system for homeostasis.
Three‐dimensional (3D), haptic‐enabled (HE) and virtual reality (VR) technologies (emerging technologies) provide robust visualizations to help improve learning among tertiary‐level learners, like undergraduate, graduate, and medical students.
To what extent, if any, do younger secondary science learners (like students in the sixth and ninth grades) receive similar benefits when learning with emerging technologies.
What this paper adds
Significant gains were found in cardiac knowledge from both sixth and ninth grade students in cardiac anatomy and blood circulation within the chambers of the heart.
Sampled ninth grade students had significant knowledge gains in knowledge of pulmonary circulation, whereas the sixth graders did not.
This study suggests that secondary students, like their tertiary level counterparts, are able to learn complex ideas about the human heart using emerging technologies for science learning, albeit those affordances in learning increase with age.
Implications for practice
Secondary science learners benefit from visual and haptic stimuli, provided by emerging technologies, to acquire robust knowledge of the human heart.
Middle school aged learners, more so than high school aged learners, may lack prior knowledge to connect their newly acquired knowledge of the human heart to the larger body system; additional scaffolding and teaching is needed for younger learners.
Emerging technologies of 3D, haptics, and VR may provide new and robust means for teachers to aid secondary science students' learning of complex biological systems (like the human heart).</description><identifier>ISSN: 0266-4909</identifier><identifier>EISSN: 1365-2729</identifier><identifier>DOI: 10.1111/jcal.12638</identifier><language>eng</language><publisher>Chichester, UK: John Wiley & Sons, Inc</publisher><subject>Achievement Gains ; Anatomy ; Anatomy & physiology ; biology ; Blood circulation ; Computer Simulation ; Grade 6 ; Grade 9 ; Haptics ; Heart ; High School Students ; Homeostasis ; Human Body ; Instructional Improvement ; Intermediate Grades ; Knowledge ; Knowledge acquisition ; Knowledge Level ; Learning ; Manipulative Materials ; Medical students ; Middle Schools ; New technology ; Physiology ; Prior Learning ; Pulmonary circulation ; Robustness ; Scaffolding ; Science ; Science Instruction ; Secondary School Students ; secondary science ; Students ; systems thinking ; Teaching ; Teaching Methods ; Technology Uses in Education ; Textbooks ; Three dimensional models ; Virtual reality ; Visual stimuli</subject><ispartof>Journal of computer assisted learning, 2022-06, Vol.38 (3), p.651-667</ispartof><rights>2022 John Wiley & Sons Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3238-5348559d28960a7965601732eb57e672bc7ab24e66334b40ea7fd771b82873ab3</citedby><cites>FETCH-LOGICAL-c3238-5348559d28960a7965601732eb57e672bc7ab24e66334b40ea7fd771b82873ab3</cites><orcidid>0000-0002-7045-4900 ; 0000-0002-6275-3804</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjcal.12638$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjcal.12638$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>315,782,786,1419,27933,27934,45583,45584</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1333286$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hite, Rebecca L.</creatorcontrib><creatorcontrib>Jones, Melissa Gail</creatorcontrib><creatorcontrib>Childers, Gina M.</creatorcontrib><creatorcontrib>Ennes, Megan E.</creatorcontrib><creatorcontrib>Chesnutt, Katherine M.</creatorcontrib><creatorcontrib>Pereyra, Mariana</creatorcontrib><creatorcontrib>Cayton, Emily M.</creatorcontrib><title>The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart</title><title>Journal of computer assisted learning</title><description>Background
Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike.
Objective
Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.
Methods
An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart.
Results and Conclusions
Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.
Takeaways
Results suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.
Lay Description
What is already known
An ongoing challenge for science and medical educators alike is teaching their students about the human heart—its form, function, and how the heart is integrated into a larger body system for homeostasis.
Three‐dimensional (3D), haptic‐enabled (HE) and virtual reality (VR) technologies (emerging technologies) provide robust visualizations to help improve learning among tertiary‐level learners, like undergraduate, graduate, and medical students.
To what extent, if any, do younger secondary science learners (like students in the sixth and ninth grades) receive similar benefits when learning with emerging technologies.
What this paper adds
Significant gains were found in cardiac knowledge from both sixth and ninth grade students in cardiac anatomy and blood circulation within the chambers of the heart.
Sampled ninth grade students had significant knowledge gains in knowledge of pulmonary circulation, whereas the sixth graders did not.
This study suggests that secondary students, like their tertiary level counterparts, are able to learn complex ideas about the human heart using emerging technologies for science learning, albeit those affordances in learning increase with age.
Implications for practice
Secondary science learners benefit from visual and haptic stimuli, provided by emerging technologies, to acquire robust knowledge of the human heart.
Middle school aged learners, more so than high school aged learners, may lack prior knowledge to connect their newly acquired knowledge of the human heart to the larger body system; additional scaffolding and teaching is needed for younger learners.
Emerging technologies of 3D, haptics, and VR may provide new and robust means for teachers to aid secondary science students' learning of complex biological systems (like the human heart).</description><subject>Achievement Gains</subject><subject>Anatomy</subject><subject>Anatomy & physiology</subject><subject>biology</subject><subject>Blood circulation</subject><subject>Computer Simulation</subject><subject>Grade 6</subject><subject>Grade 9</subject><subject>Haptics</subject><subject>Heart</subject><subject>High School Students</subject><subject>Homeostasis</subject><subject>Human Body</subject><subject>Instructional Improvement</subject><subject>Intermediate Grades</subject><subject>Knowledge</subject><subject>Knowledge acquisition</subject><subject>Knowledge Level</subject><subject>Learning</subject><subject>Manipulative Materials</subject><subject>Medical students</subject><subject>Middle Schools</subject><subject>New technology</subject><subject>Physiology</subject><subject>Prior Learning</subject><subject>Pulmonary circulation</subject><subject>Robustness</subject><subject>Scaffolding</subject><subject>Science</subject><subject>Science Instruction</subject><subject>Secondary School Students</subject><subject>secondary science</subject><subject>Students</subject><subject>systems thinking</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Technology Uses in Education</subject><subject>Textbooks</subject><subject>Three dimensional models</subject><subject>Virtual reality</subject><subject>Visual stimuli</subject><issn>0266-4909</issn><issn>1365-2729</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp9kLtOxDAQRS0EEsujoUeyRIcI-JHYTolgeQmJBurIyU42XrLxYjvAdnwC_CJfgneDKJlmijlz78xF6ICSUxrrbFbp9pQywdUGGlEusoRJlm-iEWFCJGlO8m204_2MECJzoUbo67EB3AfTmrDEtsb88gQ3ehFM9f3xCZ0uW5ic4FfjQq9b7ECvwQBV09nWTg14XFuHfegn0AX83Nm3uDEFPNWm89h0OESDys4XLbzj0qyX4pHYL32A-cpyBTT9XHe4Ae3CHtqqdeth_7fvoqer8ePFTXL_cH17cX6fVJxxlWQ8VVmWT5jKBdHxmUwQKjmDMpMgJCsrqUuWghCcp2VKQMt6IiUtFVOS65LvoqNBd-HsSw8-FDPbuy5aFkxkTOZ5xlWkjgeqctZ7B3WxcGau3bKgpFhFXqwiL9aRR_hwgMGZ6g8c31HOOVMizukwfzMtLP9RKu7io4PmD_2kjw0</recordid><startdate>202206</startdate><enddate>202206</enddate><creator>Hite, Rebecca L.</creator><creator>Jones, Melissa Gail</creator><creator>Childers, Gina M.</creator><creator>Ennes, Megan E.</creator><creator>Chesnutt, Katherine M.</creator><creator>Pereyra, Mariana</creator><creator>Cayton, Emily M.</creator><general>John Wiley & Sons, Inc</general><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><orcidid>https://orcid.org/0000-0002-7045-4900</orcidid><orcidid>https://orcid.org/0000-0002-6275-3804</orcidid></search><sort><creationdate>202206</creationdate><title>The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart</title><author>Hite, Rebecca L. ; Jones, Melissa Gail ; Childers, Gina M. ; Ennes, Megan E. ; Chesnutt, Katherine M. ; Pereyra, Mariana ; Cayton, Emily M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3238-5348559d28960a7965601732eb57e672bc7ab24e66334b40ea7fd771b82873ab3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Achievement Gains</topic><topic>Anatomy</topic><topic>Anatomy & physiology</topic><topic>biology</topic><topic>Blood circulation</topic><topic>Computer Simulation</topic><topic>Grade 6</topic><topic>Grade 9</topic><topic>Haptics</topic><topic>Heart</topic><topic>High School Students</topic><topic>Homeostasis</topic><topic>Human Body</topic><topic>Instructional Improvement</topic><topic>Intermediate Grades</topic><topic>Knowledge</topic><topic>Knowledge acquisition</topic><topic>Knowledge Level</topic><topic>Learning</topic><topic>Manipulative Materials</topic><topic>Medical students</topic><topic>Middle Schools</topic><topic>New technology</topic><topic>Physiology</topic><topic>Prior Learning</topic><topic>Pulmonary circulation</topic><topic>Robustness</topic><topic>Scaffolding</topic><topic>Science</topic><topic>Science Instruction</topic><topic>Secondary School Students</topic><topic>secondary science</topic><topic>Students</topic><topic>systems thinking</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Technology Uses in Education</topic><topic>Textbooks</topic><topic>Three dimensional models</topic><topic>Virtual reality</topic><topic>Visual stimuli</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hite, Rebecca L.</creatorcontrib><creatorcontrib>Jones, Melissa Gail</creatorcontrib><creatorcontrib>Childers, Gina M.</creatorcontrib><creatorcontrib>Ennes, Megan E.</creatorcontrib><creatorcontrib>Chesnutt, Katherine M.</creatorcontrib><creatorcontrib>Pereyra, Mariana</creatorcontrib><creatorcontrib>Cayton, Emily M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Journal of computer assisted learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hite, Rebecca L.</au><au>Jones, Melissa Gail</au><au>Childers, Gina M.</au><au>Ennes, Megan E.</au><au>Chesnutt, Katherine M.</au><au>Pereyra, Mariana</au><au>Cayton, Emily M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1333286</ericid><atitle>The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart</atitle><jtitle>Journal of computer assisted learning</jtitle><date>2022-06</date><risdate>2022</risdate><volume>38</volume><issue>3</issue><spage>651</spage><epage>667</epage><pages>651-667</pages><issn>0266-4909</issn><eissn>1365-2729</eissn><abstract>Background
Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike.
Objective
Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.
Methods
An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart.
Results and Conclusions
Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.
Takeaways
Results suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.
Lay Description
What is already known
An ongoing challenge for science and medical educators alike is teaching their students about the human heart—its form, function, and how the heart is integrated into a larger body system for homeostasis.
Three‐dimensional (3D), haptic‐enabled (HE) and virtual reality (VR) technologies (emerging technologies) provide robust visualizations to help improve learning among tertiary‐level learners, like undergraduate, graduate, and medical students.
To what extent, if any, do younger secondary science learners (like students in the sixth and ninth grades) receive similar benefits when learning with emerging technologies.
What this paper adds
Significant gains were found in cardiac knowledge from both sixth and ninth grade students in cardiac anatomy and blood circulation within the chambers of the heart.
Sampled ninth grade students had significant knowledge gains in knowledge of pulmonary circulation, whereas the sixth graders did not.
This study suggests that secondary students, like their tertiary level counterparts, are able to learn complex ideas about the human heart using emerging technologies for science learning, albeit those affordances in learning increase with age.
Implications for practice
Secondary science learners benefit from visual and haptic stimuli, provided by emerging technologies, to acquire robust knowledge of the human heart.
Middle school aged learners, more so than high school aged learners, may lack prior knowledge to connect their newly acquired knowledge of the human heart to the larger body system; additional scaffolding and teaching is needed for younger learners.
Emerging technologies of 3D, haptics, and VR may provide new and robust means for teachers to aid secondary science students' learning of complex biological systems (like the human heart).</abstract><cop>Chichester, UK</cop><pub>John Wiley & Sons, Inc</pub><doi>10.1111/jcal.12638</doi><tpages>17</tpages><orcidid>https://orcid.org/0000-0002-7045-4900</orcidid><orcidid>https://orcid.org/0000-0002-6275-3804</orcidid></addata></record> |
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| ispartof | Journal of computer assisted learning, 2022-06, Vol.38 (3), p.651-667 |
| issn | 0266-4909 1365-2729 |
| language | eng |
| recordid | cdi_proquest_journals_2652799538 |
| source | Access via Wiley Online Library |
| subjects | Achievement Gains Anatomy Anatomy & physiology biology Blood circulation Computer Simulation Grade 6 Grade 9 Haptics Heart High School Students Homeostasis Human Body Instructional Improvement Intermediate Grades Knowledge Knowledge acquisition Knowledge Level Learning Manipulative Materials Medical students Middle Schools New technology Physiology Prior Learning Pulmonary circulation Robustness Scaffolding Science Science Instruction Secondary School Students secondary science Students systems thinking Teaching Teaching Methods Technology Uses in Education Textbooks Three dimensional models Virtual reality Visual stimuli |
| title | The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart |
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