Mobile Application-Supported Instructional Design in Anatomy Education

Abstract

Vocational anatomy education, especially in equine science, often places substantial cognitive demands on students because it combines spatially complex structures with unfamiliar Latin terminology. This study explores whether integrating an interactive three-dimensional mobile application into instruction can help manage cognitive load and improve learning outcomes. The intervention was developed through a deliberate alignment of multimedia learning principles with mobile human–computer interaction considerations. Using an iterative design-based research approach, a needs analysis with nine students first clarified the main sources of difficulty. Based on these findings, a two-week mobile application–supported implementation was conducted with a separate sample of eight students and evaluated through a mixed-methods design. Quantitative results showed a marked improvement from pre-test to post-test; the mean score increased from 36.38 to 66.75, and the difference was statistically significant (Z = -2.52, p = .008). Qualitative evidence complemented these results, indicating that three-dimensional visualizations supported comprehension, interactive engagement contributed to motivation, and the multisensory learning experience was perceived as helpful for retention. Overall, the findings suggest that a mobile application–supported instructional design grounded in cognitive and interaction-oriented design principles can offer a practical, accessible, and scalable pathway to strengthen learning outcomes in professional anatomy education.