Augmented Reality for Learning Anatomy Soon-ja Yeom School of Computing and Information Systems University of Tasmania Learning anatomy requires students to memorise a great deal of information and contextualize this within the range of body functions. Visualising the relationships in three dimensions of various organs and their interdependent functions is a major difficulty in this task. The system described in this paper is a development to assist students by providing an augmented reality version of the anatomical details under investigation that provides a structured learning approach to the material. This is a research project to investigate whether augmented reality (AR) with haptics is an effective tool to learn anatomy while providing equitable access to more engaging experiences. Keywords: Anatomy, three dimensions, learning, interactive, computer, engagement. Introduction This research project is to investigate how effective learning experiences can be improved with a technology, called Augmented Reality (AR) with haptics. Generally speaking technology-aided learning provides flexible accessibility. An intuitive interactive method like AR with haptics is expected to provide more engaging and effective learning experiences. Research background Difficulty in Learning Anatomy Anatomy can be a very important subject as fundamental towards many relevant fields, such as health science. (Dominguese, 2011; Sakellariou et. al., 2009). Contemporary educational methods for teaching complex anatomical regions are considered inadequate as they typically lack the depiction of a 3D spatial tissue in a three dimensional manner. As such, the majority of explanatory illustrations are diagrammatic, 2D representations of pre-determined angles of depiction (Sakellariou et. al., 2009). This usually requires a number of images to provide full description of 3D objects in a 2D way. Unfortunately it has made anatomy a difficult area to gain the necessary knowledge. It is well known that people learn in different modes. Some people might learn better in, for example, a kinaesthetic way. However, this mode is usually restricted because of the current limits of the conventional learning environment including online learning with multi-media resources even with interaction. Due to these restrictions, learners have to adapt their way of learning to fit the circumstances of provision. However as technology advances, we can give access to new modes of learning. Also learners’ acceptance and usage of technology has grown in a dramatic way. One of the prominent problems in learning anatomy is that it is impossible for the trainee to investigate in depth the layered structures, their spatial relations and visit these complex structures from different angles that might enlighten their perception and understanding (Sakellariou et. al., 2009). There can’t be a perfect teaching alternative to current education. All the efforts are to improve a limited area or two with the assistance of technology. One way to overcome current limitations would be through Augmented Reality (AR). Sakellariou et. al. (2009) pointed out that a virtual reality system with haptic feedback was found more engaging, interesting, easy to use and more efficient in elucidating spatial inter-relationships of structures. Augmented Reality with Haptics in Anatomy 3D DVDs and interactive online learning systems are very common as auxiliary learning tools nowadays. The technology has advanced to augmented reality with an extra enhancement of haptic feedback. Many researchers (Liao et al., 2010; Nicolson et al., 2006; Temkin et al., 2006) have experimented with the use of augmented reality systems in different parts of anatomy. Sugand et al. (2010) noted that virtual simulations can be effective for university students to visualize and interact with internal organs. Moreover haptic feedback with kinesthesia and tactility provides palpatory training. Virtual Haptic Back (Howell et al., 2008) and the Haptic Cow (Kinnison et al., 2009) are unusual examples where haptic systems were evaluated for teaching. Both systems