Implementing augmented reality technology in teaching human anatomy : an educator’s autoethnography

Sturgeon Delia, Cassandra and Lee, Kyungmee (2024) Implementing augmented reality technology in teaching human anatomy : an educator’s autoethnography. PhD thesis, Lancaster University.

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Abstract

This study delves into the implementation of augmented reality (AR) technology for teaching human anatomy through the lens of transformative learning. The research adopts an autoethnographic approach in response to the dynamic educational landscape and the limited comprehensive support available in the literature for educators adopting new technologies. It details an educator’s first-time venture into integrating AR within a vocational context. Addressing a gap in the literature, the study tackles the following research questions: RQ1- What were my experiences with educational technology before embarking on the AR journey? RQ2: What was my initial experience as an educator when using AR for the first time? RQ3: To what extent, if any, have my feelings and perspectives undergone a transformation? RQ4: How does my experience compare to that of other individuals who have undergone a similar process? This research aims to enrich the existing literature by infusing a personal, situated, and subjective perspective that explores the intricate processes of cognitive restructuring and perspective shifts achieved through the application of Mezirow’s Transformative Learning Theory (TLT). Through the lens of TLT, the study provides insights into the dynamics of learning, the transformation of ingrained habits of mind, and the evolution of points of view. Evocative vignettes are employed to illustrate the successful transformative journey providing relatable insights for educators seeking to integrate technology into their classrooms. Using autoethnography, the researcher is positioned as a subject, and the study critically examines assumptions through reflexivity, gaining insight into past influences that have shaped longstanding pedagogical beliefs. Field notes, self-observation, and a self-interview capture a detailed journey, showcasing successful transformation through thoughts, emotions, and behaviour. Six member-checking interviews with educators new to implementing AR are incorporated to explore the multifaceted dimensions of the educator’s journey. Extensive preparation and overcoming challenges led to significant confidence and professional growth. The journey’s intricacies resulted in a unique shift in perspective for the researcher. This investigation contributes to the fields of transformative learning, autoethnography, and technology enhanced learning (TEL), offering valuable insights for educators, administrators, and researchers seeking emotional support to navigate the integration of AR in educational settings.