Trial reportAnatomical science international2026
Enhancing heart anatomy education in middle schools: virtual reality or tablet-based mobile applications?
Trial report in Anatomical science international, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Reflections on "Enhancing heart anatomy education in middle schools": integrating artificial intelligence, educational equity, and instructional coherence.Anatomical science international · 2026Article
Corrections and comments
- Commented on by
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examines the effects of virtual reality (VR) and tablet-based mobile applications (TBMA) in teaching heart anatomy to middle school students. A randomized-controlled trial was conducted in which 84 middle school students were divided into three groups: VR (n = 28), TBMA (n = 28), and control (n = 28). The students' knowledge levels regarding heart anatomy were assessed before and after the applications. In addition, the student's metacognitive awareness and satisfaction levels were measured after the TBMA and VR applications. The participants' opinions regarding the applications were evaluated using qualitative analysis techniques. Descriptive statistics, variance analysis, and t tests were used to analyze quantitative data, and Colaizzi's education method was prepared sevenfold to examine qualitative data. A significant increase in heart anatomy knowledge levels was observed in the distribution of VR and TBMA. However, no significant difference was found between the groups (p > 0.05). In addition, while the metacognitive awareness of heart anatomy was higher in the students in the VR group, the students in the TBMA group were more satisfied with the learning process. Students stated that learning heart anatomy with VR and TBMA methods was fun, informative, and enjoyable and that such applications should be used more in classes. This study reveals that technology-supported teaching methods can positively affect students' learning processes while teaching heart anatomy. More comprehensive research should be conducted with randomized-controlled and mixed-method studies in different age groups and various course subjects to evaluate the sustainability and effectiveness of technology-based applications.
Indexed as
Identifiers
40397374What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.