본문 바로가기
KERD
논문KCI 등재

삼차원 시각화 애플리케이션과 게임기반학습의 맨눈해부학 교육에 대한 효과: 일부 치위생학과 학생을 중심으로

Effects of a 3D Visualization Application and Game-Based Learning on Gross Anatomy Education: Focused on Some Students in the Department of Dental Hygiene

김다혜
대한체질인류학회|2019.09|해부·생물인류학 (Anatomy & Biological Anthropology)|제32권 제3호|pp. 101-108|DOI 10.11637/aba.2019.32.3.101

1

조회

0

다운로드

8

인용

0

참고문헌

키워드

게임기반학습Game-based learningGross anatomy education맨눈해부학 교육삼차원 시각화 애플리케이션3D visualization applications
주제분류해부학

초록

현재 체계적인 시신해부실습의 운영이 어려운 전공에 적합한 해부교육 프로그램을 설계하고 기존의 수업 방식과 비교 분석한 국내 연구는 부족하다. 본 연구는 3D 시각화와 게임기반학습을 적용하여 제한된 환경에서의 효 과적인 교육 방안을 모색하고자 하였다. 본 연구는 치위생학과에서 두경부해부학 교과목을 수강한 43명을 대상으로 진행하였다. 머리뼈와 머리·목 부위의 근육에 대해 3D 시각화 애플리케이션으로 해부 구조를 확인하고, 수업 종료 후에는 소그룹 단위의 게임기반학습을 진행하여 학습 내용을 정리하였다. 교육 방법에 대한 의견을 파악하기 위하여 설문조사를 수행하였고, 모든 자료는 기술통계, 상관분석, 대응표본 T 검정을 이용하여 분석하였다. 맨눈해부학 수업 에 적용한 교육 방법에 대한 만족도는 게임기반학습 (4.49), 3D 시각화 애플리케이션 (4.01), 드로잉 (3.81) 순으로 관찰 되었다. 문항 중 제시한 교육 방법 중 학습자가 선택한 1~3 순위는 게임기반학습, 3D 시각화 애플리케이션 활용, 해 부모형 관찰로 나타났다. 기존의 방식대로 운영한 수업의 사전 및 사후평가의 평균 점수차 (1.26)에 비해 3D 시각화 와 게임기반학습을 적용한 주제의 점수차 (8.40)가 크고, 학업 성취도가 유의하게 증가함을 확인하였다 (p<0.001). 맨 눈해부학 교육 프로그램의 운영 시 3D 시각화 애플리케이션과 게임기반학습을 적절히 활용한다면 학습에 대한 동기 부여, 흥미유발, 협동학습, 학습능력의 향상이 가능할 것이다. 본 연구가 맨눈해부학 수업을 운영하는 치위생(학)과를 포함한 다양한 분야의 교수자들에게 도움이 되기를 기대한다.

Abstract

There is a lack of domestic studies that have designed anatomical education programs for systematic cadaver dissection and compared them with existing teaching methods. The purpose of this study was to explore effective educational methods in limited environments by for applying 3D visualization and game-based learning. The study included 43 participants who took a ‘Head and neck anatomy’ course in a department of dental hygiene. The anatomy of the skull, as well as muscles in the head and neck areas were considered using a 3D visualization application. Later in the class, the course content was structured according to a game-based learning method. A survey was conducted in order to measure participants’ perceptions of the teaching methods. The data were analyzed using descriptive statistics, correlation analysis, and a paired-sample T-test. Satisfaction with the teaching methods applied to the gross anatomy class was observed with regard to game-based learning (4.49), 3D visualizing application (4.01), and drawing (3.81). Among the educational methods suggested in the question, the students’ ranked the following teaching methods from first to third as follows: game-based learning, a 3D visualization application, and observation of an anatomical model. The average score difference (8.40) of the pre- and post-assessment of the participants’ perception of 3D visualization and game-based learning, was larger than the score difference (1.26) of the class conducted according to the conventional method. The academic achievement of participants was significantly increased (p<0.001). Proper use of 3D visualization applications and game-based learning in gross anatomy programs contributes to increases in student motivation, students’ interest in the subject matter, cooperative learning, and improvement in learning outcomes. This study will be helpful to instructors in various fields, including dental hygiene departments, which operate gross anatomy classes.

참고문헌 (30)

  1. Chapman SJ, "Anatomy in medical education", Ann Anat, 195, pp.409~414 (2013)
  2. Eleazer CD, "Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory", Anat Sci Educ, 11, pp.496~509 (2018)
  3. Estai M, "Best teaching practices in anatomy education : A critical review", Ann Anat, 208, pp.151~157 (2016)
  4. 김다혜, "치위생(학)과의 맨눈해부학 교육 현황과 운영방안", 해부·생물인류학, 28(3), pp.167~174 (2015), 대한체질인류학회[DOI]
  5. Bolender DL, "Curriculum integration = course disintegration: what does this mean for anatomy?", Anat Sci Educ, 6, pp.205~208 (2013)
  6. Fleagle TR, "Application of flipped classroom pedagogy to the human gross anatomy laboratory : Student preferences and learning outcomes", Anat Sci Educ, 11, pp.385~396 (2018)
  7. Ang ET, "Gamifying anatomy education", Clin Anat, 31, pp.997~1005 (2018)
  8. McCoy L, "Gamification and multimedia for medical education : A landscape review", J Am Osteopath Assoc, 116, pp.22~34 (2016)
  9. Sipiyaruk K, "A rapid review of serious games : From healthcare education to dental education", Eur J Dent Educ, 22, pp.243~257 (2018)
  10. Scott JL, "Building an open academic environment-a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’", J Anat, 224, pp.286~295 (2014)
  11. 김윤학, "상호동료교수법을 활용한 교대해부실습이 해부실습 시험 성적에 미치는 영향", 해부·생물인류학, 31(3), pp.83~89 (2018), 대한체질인류학회[DOI]
  12. Chakraborty TR, "Exploring anatomy and physiology using iPad applications", Anat Sci Educ, 11, pp.336~345 (2018)
  13. 양기욱, "Effectiveness of Smartphone Application in Histology Practice", 해부·생물인류학, 32(1), pp.17~21 (2019), 대한체질인류학회[DOI]
  14. Yammine K, "A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy", Anat Sci Educ, 8, pp.525~538 (2015)
  15. Akle V, "Validation of clay modeling as a learning tool for the periventricular structures of the human brain", Anat Sci Educ, 11, pp.137~145 (2018)
  16. Simon Backhouse, "Is This Mine to Keep? Three‐dimensional Printing Enables Active, Personalized Learning in Anatomy", Anatomical Sciences Education, 12(5), pp.518~528 (2019), Wiley[DOI]
  17. Smith CF, "Take away body parts! An investigation into the use of 3D-printed anatomical models in undergraduate anatomy education", Anat Sci Educ, 11, pp.44~53 (2018)
  18. Brown P, "A novel 3D stereoscopic anatomy tutorial", Clin Teach, 9, pp.50~53 (2012)
  19. Tan S, "Role of a computergenerated three-dimensional laryngeal model in anatomy teaching for advanced learners", J Laryngol Otol, 126, pp.395~401 (2012)
  20. Hwang GJ, "Applications, impacts and trends of mobile technology-enhanced learning : A review of 2008-2012publications in selected SSCI journals", Int J Mobile Learn Organ, 8, pp.83~95 (2014)
  21. Vafa S, "A needs assessment for mobile technology use in medical education", Int J Med Educ, 4, pp.230~235 (2013)
  22. Nevin CR, "Gamification as a tool for enhancing graduate medical education", Postgrad Med J, 90, pp.685~693 (2014)
  23. Ahmed M, "Gamification in medical education", Med Educ Online, 20, pp.29536~ (2015)
  24. Kerfoot BP, "An online spaced-education game to teach and assess medical students : A multi-institutional prospective trial", Acad Med, 87, pp.1443~1449 (2012)
  25. Parise S, "How a mobile social media game can enhance the educational experience", J Online Learn Teach, 8, pp.209~222 (2012)
  26. Dinsmore CE, "Student response to the gross anatomy laboratory in medical curriculum", Clin Anat, 14, pp.231~236 (2001)
  27. 김다혜, "치위생(학)과의 시신해부실습 효과와 운영 방안", 해부·생물인류학, 28(4), pp.213~221 (2015), 대한체질인류학회[DOI]
  28. Ismail MA, "Using Kahoot! as a formative assessment tool in medical education : a phenomenological study", BMC Med Educ, 19, pp.230~ (2019)
  29. Felszeghy S, "Using online gamebased platforms to improve student performance and engagement in histology teaching", BMC Med Educ, 19, pp.273~ (2019)
  30. Moro C, "The effectiveness of virtual and augmented reality in health sciences and medical anatomy", Anat Sci Educ, 10, pp.549~559 (2017)

관련 논문AI추천

치위생(학)과의 시신해부실습 효과와 운영 방안김다혜대한체질인류학회 · 해부·생물인류학2015 · 제28권 제4호치위생학과 학생의 가상현실(VR) 적용 두경부해부학 수업태도 및 만족도조혜은한국치위생학회 · 한국치위생학회지2021 · 제21권 제6호치위생(학)과의 맨눈해부학 교육 현황과 운영방안김다혜, 하정은대한체질인류학회 · 해부·생물인류학2015 · 제28권 제3호코로나19로 인한 두경부 해부학 수강생의 온라인 수업 만족도와 학습몰입도에 관한 연구– 치위생학과 학생을 대상으로 -최다예, 홍민희중소기업융합학회 · 융합정보논문지2021 · 제11권 제5호Necessity of Anatomy Education for Dental School Students Utilizing 3D and Virtual Reality Technologies: A Narrative Review이연희대한치과의사협회 · 대한치과의사협회지2024 · 제62권 제4호건강-의료 관련 전공자를 위한 해부학 가상강의 컨텐츠 개발 및 적용김대중, 김지희, 김찬웅, 박경한, 박정현, 이영일, 최영철, 한장희대한체질인류학회 · 해부·생물인류학2009 · 제22권 제1호

이 간행물의 다른 논문 (3건)

Application of Developmental Principles for Functional Regeneration of Salivary Glands김지연, 김재영, 안창현, 정재광, Nirpesh Adhikari, 이의선pp. 83-91교정용 미니스크류 식립을 위한 입천장뼈 두께의 골격 분석김흥중, 임진웅, 조용화, 유선경pp. 93-99해부실습에서 동료평가에 대한 의과대학생들의 인식과 필요성이승준, 정수정, 이재호, 강성우, 조정준pp. 109-113
원문 보기