ArticleClinical anatomy (New York, N.Y.)2026
An Alternative Approach in Anatomy Education: Design of a Learning Environment Based on Artificial Intelligence-Supported Virtual Manipulatives and Investigation of Its Effectiveness.
Article in Clinical anatomy (New York, N.Y.), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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
2 citing papers in PubMed.
- The effect of using a chatbot integrated with the ARCS motivation model in physiology education: a mixed-methods study.Frontiers in physiology · 2026Article
- An Alternative Approach in Anatomy Education: Design of a Learning Environment Based on Artificial Intelligence-Supported Virtual Manipulatives and Investigation of Its Effectiveness.Clinical anatomy (New York, N.Y.) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Given the challenges of teaching and learning anatomy, it is vital to explore tools that enhance knowledge and understanding. In line with this need, this study aimed to develop a web-based learning module with ChatGPT-based artificial intelligence-supported virtual manipulatives to enhance anatomy education and assess its efficacy. The ADDIE model was adopted for the instructional design process. By employing a mixed-method research design, the effects of this learning module on the students' academic achievement, cognitive load, retention, and perceptions were analyzed. In the quantitative research phase, a quasi-experimental pre- and posttest design was used to examine the effects of academic achievement and cognitive load, using the academic achievement test and cognitive load scale. Qualitative data were gathered via an interview form developed by the researchers. The results of the research demonstrate that the instructional design model that incorporates artificial intelligence-based virtual manipulatives, is an effective approach to learning anatomy, with a notable impact on academic achievement and a reduction in cognitive load. While the students' perceptions of their educational experiences showed that the usability of the web module was well-received and ChatGPT was adopted as a study companion, both positive and negative comments were made regarding the use of virtual manipulatives and ChatGPT. This study suggests that AI and virtual manipulatives may offer a promising alternative to traditional learning, providing an innovative framework for teaching and learning of anatomy.
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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.