Assessment of students’ cognitive load while studying anatomy using augmented reality technologies

Abstract

The introduction of immersive technologies into the training of medical specialists raises questions about their impact on the complexity of learning information and the quality of educational outcomes. The aim of the article is to examine students’ cognitive load during anatomy instruction using augmented reality technologies and to assess the effectiveness of these technologies compared with traditional teaching methods. Methods. The study used an analysis and generalization of scientific and methodological literature on the problems of educational and cognitive load; systematization of modern approaches to assessing the effectiveness of digital educational technologies; and a comparative analysis of traditional and immersive methods of teaching anatomy in order to determine their impact on the assimilation of educational material and the level of cognitive load of students. Results. Cognitive load is an important issue in medical education, especially in anatomy, given the large amount of complex visual information. The advantages of augmented reality technology over traditional teaching methods have been identified, particularly the ability to provide sufficient spatial understanding of the material, increase the efficiency of knowledge acquisition, and enhance motivation and engagement among medical students. It has been established that augmented reality tools improve learning outcomes, facilitate understanding of anatomical structures, and reduce cognitive load by combining different types of information presentation. Conclusions. Augmented reality technologies are an effective tool for cognitive support in teaching anatomy, optimizing cognitive load and improving the quality of educational outcomes. Their integration into the educational and pedagogical process is scientifically sound and pedagogically appropriate, but requires careful methodological design, didactic adaptation of content and consideration of the principles of cognitive ergonomics to prevent information overload for students.