Reflections on "Enhancing heart anatomy education in middle schools": integrating artificial intelligence, educational equity, and instructional coherence.

IF 1.2 4区 医学 Q3 ANATOMY & MORPHOLOGY
Betül Digilli Ayaş
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引用次数: 0

Abstract

The integration of digital technologies into anatomy education continues to evolve, with virtual reality (VR) and mobile applications gaining traction in enhancing student engagement and conceptual understanding. Building upon the study by Koca and Çevik Özdemir (2025), which compares the effects of VR and tablet based tools on middle school students' learning of cardiac anatomy, this commentary explores additional dimensions that could further enrich the educational landscape, particularly the role of artificial intelligence (AI) in promoting instructional coherence and inclusivity. The commentary highlights a variety of AI-driven tools that have been established in the anatomy education literature, including adaptive learning platforms, large language models like ChatGPT, three-dimensional visualization environments, and digital cadaver systems such as the Anatomage Table. Moreover, the role of intelligent tutoring systems (e.g., Smart Tutor, Why2-Atlas), NLP-based platforms (e.g., IBM Watson Tutor, Ada), and AI-supported feedback systems is discussed in relation to their capacity to personalize learning experiences and enhance accessibility. Special attention is also given to pedagogical equity, addressing how AI can support students with diverse learning needs by dynamically tailoring instructional content. By synthesizing current findings and technological advancements, this commentary advocates for a more integrative approach to digital anatomy instruction, one that merges immersive technologies with responsive AI systems to foster deeper understanding, learner autonomy, and broader educational inclusion.

“加强中学心脏解剖教育”的思考:整合人工智能、教育公平、教学连贯。
数字技术与解剖学教育的整合不断发展,虚拟现实(VR)和移动应用程序在提高学生参与度和概念理解方面越来越受欢迎。Koca和Çevik Özdemir(2025)的研究比较了VR和基于平板电脑的工具对中学生心脏解剖学学习的影响,在此基础上,本评论探讨了可以进一步丰富教育景观的其他维度,特别是人工智能(AI)在促进教学一致性和包容性方面的作用。该评论强调了在解剖学教育文献中建立的各种人工智能驱动工具,包括自适应学习平台、ChatGPT等大型语言模型、三维可视化环境和解剖表等数字尸体系统。此外,还讨论了智能辅导系统(如Smart Tutor、Why2-Atlas)、基于nlp的平台(如IBM Watson Tutor、Ada)和人工智能支持的反馈系统的作用,以及它们个性化学习体验和增强可访问性的能力。还特别关注教学公平,讨论人工智能如何通过动态定制教学内容来支持具有不同学习需求的学生。通过综合目前的研究结果和技术进步,本评论主张采用一种更加综合的数字解剖学教学方法,将沉浸式技术与响应式人工智能系统相结合,以培养更深入的理解、学习者的自主性和更广泛的教育包容性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Anatomical Science International
Anatomical Science International 医学-解剖学与形态学
CiteScore
2.80
自引率
8.30%
发文量
50
审稿时长
>12 weeks
期刊介绍: The official English journal of the Japanese Association of Anatomists, Anatomical Science International (formerly titled Kaibogaku Zasshi) publishes original research articles dealing with morphological sciences. Coverage in the journal includes molecular, cellular, histological and gross anatomical studies on humans and on normal and experimental animals, as well as functional morphological, biochemical, physiological and behavioral studies if they include morphological analysis.
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