An alternative approach in anatomy education: Design of a learning environment based on artificial intelligence-supported virtual manipulatives and investigation of its effectiveness

Abstract

Given the challenges of teaching and learning anatomy, it is vital to explore tools that enhance knowledge and understanding. In line with this need, this study aimed to develop a web-based learning module with ChatGPT-based artificial intelligence-supported virtual manipulatives to enhance anatomy education and assess its efficacy. The ADDIE model was adopted for the instructional design process. By employing a mixed-method research design, the effects of this learning module on the students' academic achievement, cognitive load, retention, and perceptions were analyzed. In the quantitative research phase, a quasi-experimental pre- and posttest design was used to examine the effects of academic achievement and cognitive load, using the academic achievement test and cognitive load scale. Qualitative data were gathered via an interview form developed by the researchers. The results of the research demonstrate that the instructional design model that incorporates artificial intelligence-based virtual manipulatives, is an effective approach to learning anatomy, with a notable impact on academic achievement and a reduction in cognitive load. While the students' perceptions of their educational experiences showed that the usability of the web module was well-received and ChatGPT was adopted as a study companion, both positive and negative comments were made regarding the use of virtual manipulatives and ChatGPT. This study suggests that AI and virtual manipulatives may offer a promising alternative to traditional learning, providing an innovative framework for teaching and learning of anatomy.