Use of augmented reality applications on smartphones as a tool for anatomy learning: perceptions of medical college students in Pakistan
- 1Department of Community Medicine, Fatima Memorial College of Medicine & Dentistry, Lahore, Pakistan
- 2Fatima Memorial College of Medicine & Dentistry, Lahore, Pakistan
- 3Central Park Medical College, Lahore, Pakistan
Abstract
Background: The teaching of anatomy is often perceived as one of the most challenging components of medical education. Augmented reality (AR) has emerged as a transformative educational tool. These applications superimpose digital information onto the physical world, offering students interactive, immersive experiences for understanding complex anatomical structures. This research investigates medical students’ perceptions and self-reported use of AR applications on smartphones to assess medical students’ familiarity with AR technology, engagement levels, usability challenges, and preferences between AR and traditional learning methods.
Methods: A descriptive cross-sectional study and a structured questionnaire were employed to collect data from medical students at Fatima Memorial College of Medicine & Dentistry (FMHCM&D), Lahore, Pakistan. Data analysis was performed using SPSS 27.00, employing descriptive statistics and chi-square tests. Kruskal–Wallis (with Shapiro–Wilk and Dunn’s post hoc, Bonferroni) was used to examine associations between the variables.
Results: This study surveyed 496 medical students from FMHCM&D, Lahore, Pakistan. The mean age of participants was 21.33 ± 1.66 years. 32% were males and 68% were females. One hundred and forty-two of 638 consenting students (22.3%) had no prior AR app use and were removed before data entry. Whereas 77.7% (496/638) reported prior use of AR apps. Only 70% of students agreed about the frequent use of AR apps. 31% did not experience general usability difficulties (e.g., navigation problems), but 46.8% reported performance issues (e.g., app crashes, slow running, or battery drain) while using AR applications. These apps were perceived by 76.4% of students as helpful for securing good marks in anatomy, and 70% agreed that AR apps reduced their reliance on traditional learning methods. Furthermore, 81.7% of students agreed that AR enhanced their enjoyment of learning anatomy.
Conclusion: The findings of this study suggest that medical students perceive AR as a valuable tool that enhances their engagement and enjoyment, highlighting the need for controlled, outcome-based research to establish AR’s actual impact on teaching methodology.
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BibTeX
@article{hassnain2026augmented,
title = {{Use of augmented reality applications on smartphones as a tool for anatomy learning: perceptions of medical college students in Pakistan}},
author = {Shamaila Hassnain and Muhammad Usama Bin Ali and Aleeha Chaudhry and Hanzala Shahid and Ahmad Asfand Yar and Zarnab Shaukat and Amna Choudary and Fatima Ali and Amna Hassnain},
journal = {Frontiers in Public Health},
year = {2026},
month = oct,
doi = {10.3389/fpubh.2026.1957490},
url = {https://doi.org/10.3389/fpubh.2026.1957490},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Use of augmented reality applications on smartphones as a tool for anatomy learning: perceptions of medical college students in Pakistan
AU - Shamaila Hassnain
AU - Muhammad Usama Bin Ali
AU - Aleeha Chaudhry
AU - Hanzala Shahid
AU - Ahmad Asfand Yar
AU - Zarnab Shaukat
AU - Amna Choudary
AU - Fatima Ali
AU - Amna Hassnain
PY - 2026
DA - 2026/10/12
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1957490
UR - https://doi.org/10.3389/fpubh.2026.1957490
AB - Background: The teaching of anatomy is often perceived as one of the most challenging components of medical education. Augmented reality (AR) has emerged as a transformative educational tool. These applications superimpose digital information onto the physical world, offering students interactive, immersive experiences for understanding complex anatomical structures. This research investigates medical students’ perceptions and self-reported use of AR applications on smartphones to assess medical students’ familiarity with AR technology, engagement levels, usability challenges, and preferences between AR and traditional learning methods. Methods: A descriptive cross-sectional study and a structured questionnaire were employed to collect data from medical students at Fatima Memorial College of Medicine & Dentistry (FMHCM&D), Lahore, Pakistan. Data analysis was performed using SPSS 27.00, employing descriptive statistics and chi-square tests. Kruskal–Wallis (with Shapiro–Wilk and Dunn’s post hoc, Bonferroni) was used to examine associations between the variables. Results: This study surveyed 496 medical students from FMHCM&D, Lahore, Pakistan. The mean age of participants was 21.33 ± 1.66 years. 32% were males and 68% were females. One hundred and forty-two of 638 consenting students (22.3%) had no prior AR app use and were removed before data entry. Whereas 77.7% (496/638) reported prior use of AR apps. Only 70% of students agreed about the frequent use of AR apps. 31% did not experience general usability difficulties (e.g., navigation problems), but 46.8% reported performance issues (e.g., app crashes, slow running, or battery drain) while using AR applications. These apps were perceived by 76.4% of students as helpful for securing good marks in anatomy, and 70% agreed that AR apps reduced their reliance on traditional learning methods. Furthermore, 81.7% of students agreed that AR enhanced their enjoyment of learning anatomy. Conclusion: The findings of this study suggest that medical students perceive AR as a valuable tool that enhances their engagement and enjoyment, highlighting the need for controlled, outcome-based research to establish AR’s actual impact on teaching methodology.
SN - 2296-2565
ER -