Department of Biology, College of Arts and Sciences, Adelphi University, Garden City, New York.
Anat Sci Educ. 2018 Jul;11(4):336-345. doi: 10.1002/ase.1747. Epub 2017 Nov 7.
This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students' grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ 11: 336-345. © 2017 American Association of Anatomists.
本研究考察了在大学最大的本科课程——解剖学和生理学的实验室部分使用带有解剖学应用程序（apps）的 iPad 的情况，该课程有 300 多名学生，其中大多数是护理、运动科学/体育教育和生物学专业的学生。本研究以学生调查（学生意见）和学生实习成绩为指标，确定引入这种新型移动技术是否提高了学生的成绩，并帮助学生学习课程材料。结果表明，引入 iPad 后学生的成绩有所提高，78%的学生报告说 iPad 有助于他们学习课程材料。应用程序使用频率与课程材料标准化掌握程度之间存在正相关，因为更频繁使用应用程序的学生得分更高，并表示他们感觉自己更全面地学习了材料。在家中拥有或拥有 iPad 并没有对材料的学习产生重大影响。学生的普遍共识是，应该频繁使用 iPad 解剖学应用程序来更好地培养学生对课程材料的理解。《解剖学教育杂志》11:336-345. 2017 年美国解剖学家协会。
