Browsing by Author "Tubbs, R. Shane"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation
    (WILEY, 2023) Castellano, Monica Stambuk; Contreras-McKay, Ignacio; Neyem, Andres; Farfan, Emilio; Inzunza, Oscar; Ottone, Nicolas E.; del Sol, Mariano; Alario-Hoyo, Carlos; Alvarado, Macarena Soto; Tubbs, R. Shane
    Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Catolica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.
  • No Thumbnail Available
    Item
    Integrating Virtual Reality Game-Based Learning toEnhance Metacognition in Medical Anatomy Education
    (2025) Neyem, Andrés; Cadile Cáceres, Matías José; Burgos Martínez, Sebastián Andrés; Soto Alvarado, Macarena Belen; Farfan Cabello, Emilio Erasmo; Inzunza, Oscar; Tubbs, R. Shane; Ottone, Nicolás E.
    Medical anatomy education has traditionally relied on lectures, hands-on prosection, and textbooks, with recent enhancementsthrough digital materials. This study investigates the integration of virtual reality (VR) technology in anatomy education and itsimpact on student engagement, metacognitive development, and learning outcomes. Through two experimental cycles with first-year medical students, the VR application was evaluated across key usability dimensions, including engagement, engrossment,and total immersion, alongside its contribution to fostering metacognitive strategies through metacognitive dimensions. Resultsdemonstrated high levels of student engagement, with 3D anatomical structures emerging as the most valued feature. The usa-bility evaluations indicated the platform's intuitive design; although some technical barriers highlighted the need for improvedonboarding and tutorials. Emotional attachment to the application was significant, whereas the focus of attention and presencedemonstrated areas for growth, requiring more dynamic and interactive content. The findings emphasize the potential of VR tocomplement traditional anatomy education by providing immersive and interactive learning experiences. However, challengessuch as limited content depth, the need for collaborative features, and better alignment with curricular objectives were identi-fied. Future work should prioritize expanding the range of 3D anatomical structures, integrating personalized feedback throughadvanced analytics, and reducing technological barriers to accessibility. By addressing these areas, VR technology can serveas a transformative tool in medical education, bridging the gap between theoretical knowledge and practical application whileequipping students with the skills and strategies necessary for their professional development
  • Thumbnail Image
    Item
    Personalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students
    (2024) Stambuk-Castellano, Monica; Carrera, Anna; Tubbs, R. Shane; Alario-Hoyos, Carlos; Verdu, Enric; Iwanaga, Joe; Reina, Francisco
    Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.