Motivational benefits and usability of a handheld Augmented Reality game for anatomy learning

Abstract

To explore the benefits of scalable, interactive handheld Augmented Reality (AR) serious games for anatomical terminology learning, an AR learning game for German-Latin terminology of bone-structures and areas of the female pelvis was developed and evaluated. The evaluation of the game with 36 midwifery students was conducted with a focus on intrinsic motivation, usability and perceived usefulness of the app. The results indicated strong effect sizes of increased perceived competence and intrinsic motivation, and a medium effect size for increased pressure (Intrinsic Motivation Inventory) after completing the AR game. Furthermore, students perceived the usability of the game as "best imaginable" (contextualization of SUS scores) and strongly agreed that the app is very useful to them.