An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource
Abstract Introduction The availability of different tools for teaching and learning has made it challenging for educators to determine which tools are more effective and appropriate for helping students achieve learning outcomes. This is particularly evident in teaching human anatomy, where a range...
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BMC
2025-04-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07172-0 |
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| author | Jason Wen Yau Lee Li Xiang Tessa Low Dennis Wenhui Ong Fernando Bello Reuben Chee Cheong Soh |
| author_facet | Jason Wen Yau Lee Li Xiang Tessa Low Dennis Wenhui Ong Fernando Bello Reuben Chee Cheong Soh |
| author_sort | Jason Wen Yau Lee |
| collection | DOAJ |
| description | Abstract Introduction The availability of different tools for teaching and learning has made it challenging for educators to determine which tools are more effective and appropriate for helping students achieve learning outcomes. This is particularly evident in teaching human anatomy, where a range of modalities is used to complement cadaveric dissection. Despite the positive reception of these tools, their impact on learning outcomes remains uncertain. To address this issue, we utilise the Activity Theory Framework to analyse students’ interaction with two tools – a 3D-printed (3DP) model and a digital resource (DR) – to answer two clinical questions relating to the lower spine. Method This study took place in a graduate medical school in Singapore. Forty-six students voluntarily signed up for the session. They were grouped in small teams of between 4 and 6 students, and interactions were video recorded. Using a cross-over design, five groups answered a clinical scenario using a 3DP lumbar spine model, while the other five groups used the DR. The teams then swapped the 3DP with the DR and vice versa to answer a second clinical scenario of similar difficulty. Results There was no significant performance difference in terms of scores. Using a case study approach, we found that students engaged in more authentic discussions using the 3DP compared to the DR. Despite having access to the system early in the semester, students appeared unfamiliar with using the DR, struggling initially to navigate the software. We found the 3DP model encouraged collaborative discussion as students could physically use it as a tool for discussion by pointing and manipulating the different components in three dimensions, which could not be done with the DR as it operates on a two-dimensional screen. Conclusion This study used activity theory to understand the impact of two educational tools on learning. Activity theory allowed a better understanding of tools’ dynamics in learning when looking beyond score performance. We found that 3DP better encouraged collaboration among students than DR. Educators must consider the ease of use of the learning tools when designing activities so that learners will utilise the system’s affordances. |
| format | Article |
| id | doaj-art-3c53f54c8ecd4d689b1a5e9bc2ccf12c |
| institution | DOAJ |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-3c53f54c8ecd4d689b1a5e9bc2ccf12c2025-08-20T03:09:20ZengBMCBMC Medical Education1472-69202025-04-0125111210.1186/s12909-025-07172-0An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resourceJason Wen Yau Lee0Li Xiang Tessa Low1Dennis Wenhui Ong2Fernando Bello3Reuben Chee Cheong Soh4Technology Enhanced Learning and Innovation Department, Office of Education, Duke-NUS Medical SchoolDepartment of Psychology, Faculty of Arts & Social Sciences, National University of SingaporeTechnology Enhanced Learning and Innovation Department, Office of Education, Duke-NUS Medical SchoolTechnology Enhanced Learning and Innovation Department, Office of Education, Duke-NUS Medical SchoolDepartment of Orthopaedic Surgery, Singapore General HospitalAbstract Introduction The availability of different tools for teaching and learning has made it challenging for educators to determine which tools are more effective and appropriate for helping students achieve learning outcomes. This is particularly evident in teaching human anatomy, where a range of modalities is used to complement cadaveric dissection. Despite the positive reception of these tools, their impact on learning outcomes remains uncertain. To address this issue, we utilise the Activity Theory Framework to analyse students’ interaction with two tools – a 3D-printed (3DP) model and a digital resource (DR) – to answer two clinical questions relating to the lower spine. Method This study took place in a graduate medical school in Singapore. Forty-six students voluntarily signed up for the session. They were grouped in small teams of between 4 and 6 students, and interactions were video recorded. Using a cross-over design, five groups answered a clinical scenario using a 3DP lumbar spine model, while the other five groups used the DR. The teams then swapped the 3DP with the DR and vice versa to answer a second clinical scenario of similar difficulty. Results There was no significant performance difference in terms of scores. Using a case study approach, we found that students engaged in more authentic discussions using the 3DP compared to the DR. Despite having access to the system early in the semester, students appeared unfamiliar with using the DR, struggling initially to navigate the software. We found the 3DP model encouraged collaborative discussion as students could physically use it as a tool for discussion by pointing and manipulating the different components in three dimensions, which could not be done with the DR as it operates on a two-dimensional screen. Conclusion This study used activity theory to understand the impact of two educational tools on learning. Activity theory allowed a better understanding of tools’ dynamics in learning when looking beyond score performance. We found that 3DP better encouraged collaboration among students than DR. Educators must consider the ease of use of the learning tools when designing activities so that learners will utilise the system’s affordances.https://doi.org/10.1186/s12909-025-07172-0Digital learning resourceAnatomy educationCultural-historical activity theory (CHAT)3D-printingAnatomy educationFused deposition modelling (FDM) |
| spellingShingle | Jason Wen Yau Lee Li Xiang Tessa Low Dennis Wenhui Ong Fernando Bello Reuben Chee Cheong Soh An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource BMC Medical Education Digital learning resource Anatomy education Cultural-historical activity theory (CHAT) 3D-printing Anatomy education Fused deposition modelling (FDM) |
| title | An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource |
| title_full | An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource |
| title_fullStr | An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource |
| title_full_unstemmed | An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource |
| title_short | An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource |
| title_sort | activity theory approach to analysing student learning of human anatomy using a 3d printed model and a digital resource |
| topic | Digital learning resource Anatomy education Cultural-historical activity theory (CHAT) 3D-printing Anatomy education Fused deposition modelling (FDM) |
| url | https://doi.org/10.1186/s12909-025-07172-0 |
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