2023 年 15 巻 p. 36-39
This paper deals with the study on the use of Froguts as an edtech tool for teaching anatomy in a grade 9 online class which aims to examine the effectiveness of teaching with virtual manipulations software. In this study, a quasi-experimental design only with posttest was utilized. Twenty-four students participated in the study, with the control group receiving a traditional lecture using slideshow and the experimental group taking the same lesson with navigating Froguts virtual dissection. Two-tailed t-test for the posttest results revealed no significant difference in the learning acquisition between the use of Froguts virtual software and the traditional online lecture using slideshow. Basic anatomical structures of the frog can be learned easily by attending a traditional lecture with a slideshow setup in an online environment. It is recommended to conduct a similar study on assessing a higher level of learning in the Bloom's taxonomy with more participants and applying a time series design.
