Abstract

Human anatomy is fundamental to biological and health sciences curricula, traditionally taught through lectures combined with practical laboratory sessions. However, recent evidence suggests that active methodologies and interactivetechnologis may enhance student participation, satisfaction and the effectiveness of teaching and learning. We evaluated the ausefulness ow-cst of pedagogical tool, the interactive holographic pyramid display. Designed for tablets and constructed from crystal acetate, thesheets holographic pyramid projects three-dimensional images of the heart's external and internal structures during systole andle.Afterdiasto attending a heart anatomy lecture, students participated in practical lab sessions that featured various learning stations,ludig oeinc with the holographic pyramid. A questionnaire assessed their perceptions of the activity. Results indicated that 96 % ofparticipants enjoyed the activity, and the use of the pyramid enhanced interest in anatomy. Additionally, more than 90 % of studentsthatagreed the activity helped them assimilate the concepts discussed in the previous lecture class. The activity was well-received, g thsuggestin potential of low-cost holographic tools for complementing anatomy education. Future research should evaluate retentionandperformance outcomes using this technology-enhanced learning activity.