User perception and anatomical understanding from use of 3D anatomy technology by exercise science students: A pilot study

Abstract

Understanding anatomy poses a significant challenge for non-medical university students, particularly those without prior science knowledge, such as exercise science students. Technology-Enhanced Learning (TEL) resources, including 3D anatomy platforms, have been explored to support student engagement and improve academic outcomes with variable results.

Objectives: This pilot study investigated the potential of the Complete Anatomy (CA) 3DTEL resource, combined with traditional blended learning methods, to enhance anatomy knowledge of first-year, undergraduate exercise science students.

Design: Cohort observational study.

Methods: The study followed 36 participants (46 % female, 54 % male) across two 13-week units. Guided implementation of CA was introduced during unit 1, while students engaged with the resource independently during unit 2. User satisfaction was assessed via surveys, and academic performance evaluated by comparing final unit grades with a 2022 cohort that did not use the resource.

Results: Results indicated stable student satisfaction and a significantly different academic performance for the 2023 cohort, with median grades increasing from a Pass (50.0–64.9 %) to a Credit (65.0–74.9 %).

Conclusion: These findings suggest that integrating 3DTEL resources with blended learning can positively support anatomy learning for science-naïve students.