Exploring student acceptance of learning technologies in anatomy education: A mixed-method approach.

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Anatomical education is transitioning from the time-honored cadaveric dissection to a blend of learner-centered and technology-enhanced learning approaches. In view of the increased use of various technologies for teaching and learning human anatomy, the aim of this study is to explore students' acceptance of four learning technologies using the technology acceptance model (TAM). This work was conducted at a graduate medical school in Singapore with first-year MD Program students. The acceptances of the four learning technologies were compared in two studies. In Study 1 (n = 46), we compared a 3D-printed (3DP) model with Primal Pictures to answer a clinical question in a Spine Anatomy Tutorial; in Study 2 (n = 55), we compared the Anatomage Table and Primal VR for a Brain Anatomy tutorial. There was a statistically significant preference (p < 0.05) for 3DP models over Primal Pictures for learning Spine Anatomy, and for Primal VR over Anatomage for learning Brain Anatomy. The perceived ease of use of any technology does not appear to influence the behavioral intention to use it. Qualitative feedback suggests that visualization and spatial relationships were among the most important facilitators of learning. Technology should be an enabler in learning but some technologies have a steeper learning curve than others. Therefore, to increase its perceived usefulness, educators must leverage the affordances of the technology when designing learning activities.