Effectiveness of Anatomy 3D Animation Models in Teaching General Anatomy Among Second-Year Dentistry Students

Abstract

This quantitative study examined the effectiveness of integrating three-dimensional (3D) animation models into General Anatomy instruction among second-year dentistry students at Centro Escolar University–Manila. Using a one-group pre-test–post-test design, the study involved 38 purposively selected students who participated in four instructional sessions focusing on the muscular system. Data were collected through pre-tests and post-tests to assess changes in students’ academic performance following the integration of 3D animation models. Descriptive statistics, including mean and standard deviation, were employed to summarize the results, while the Wilcoxon Signed-Rank Test was used to determine the statistical significance of differences between pre-test and post-test scores. Findings revealed an increase in the overall mean score from 33.68 (SD = 17.96) in the pre-test to 50.82 (SD = 9.85) in the post-test. The Wilcoxon Signed-Rank Test indicated a statistically significant improvement in students’ academic performance (Z = −4.693, p < .001). Significant improvements were also observed across the anatomical regions assessed, including the back, abdomen, perineum, thorax, and limbs. These findings suggest that integrating 3D animation models into General Anatomy instruction may enhance students’ understanding and academic performance by providing interactive visual representations of complex anatomical structures. The study concludes that 3D animation models represent a promising supplementary instructional tool for anatomy education. However, further research involving larger samples, control groups, and assessments of long-term knowledge retention is recommended to establish their broader effectiveness and educational impact.