## 2 Related Research
A unique attribute of the AEducaAR tool is that it favours a three-dimensional and topographical learning approach whereby a combination of AR technology and a tangible 3D printed anatomical model can be explored and manipulated. The study compared AEducaAR-based learning to standard learning (classical anatomy atlas) of medical students. Both groups performed an objective test and an anonymous questionnaire. The two learning methods did not significantly differ, however, in the questionnaire, the majority of students perceived the technology as useful to gain confidence with future medical technologies. When compared with the use of textbooks in their open-ended comments, students mentioned more advantages with the use of the AEducaAR tool. The results of their research survey clearly indicated the students' enthusiasm and enjoyment with the tool and their eagerness to recommend it to their colleagues. In 2013, research indicated that the development, usability, and initial implementation of AR tools in the education sector was still in its infancy, mostly following design-based and case study research methods [29]. Now, seven years later, the adoption of AR has been implemented as an assisting tool in the medical education sector, including anatomy teaching and learning [28], and it seems that student academic performance remains \"statistically equivalent\" when using either AR or traditional learning methods [4; 12; 28; 30]. However, [PERSON] [16] suggested that these results can be deemed as a positive outcome proving that technologies such as AR mobile applications can be used together with traditional resources to learn anatomy. Therefore, AR alone cannot replace traditional teaching or learning methods but rather can be used to enhance and supplement it [31]. There are multiple studies that indicate student user satisfaction in terms of the AR application developments and their implementation into anatomy learning [12; 13; 26; 28]. However, though students may be satisfied with the implementation of AR, the adverse effects of such technology should be considered. Adverse effects may include: interfacing between multiple devices, the resistance to using AR applications due to unfamiliarity, time lost due to the implementation phase, the inflexibility of the content in AR systems, students possibly being cognitively overloaded by content encountered, and the novelty of the AR mobile applications wearing off [29]. Furthermore, AR technologies have the ability to enhance student learning processes to grasp complex concepts through the decreasing cognitive load effort required by students [12; 13; 28]. This can be attributed to student motivation, which tends to be driven by their satisfaction and confidence in their learning resources and tools [32]. Therefore, an opinion validated by [PERSON] (2022) [33] is that students should be given a tool that they are satisfied with that can increase their motivation and in turn can enhance their learning processes, academic performance, and student engagement. Within a South African university context, anatomy teaching and learning standards are still keeping up with the rest of the world, but constantly have to \"catch up\" with regards to the implementation of Information and Communication Technologies (ICTs) [34; 35]. Nevertheless, there have been a few attempts at implementing blended learning with AR technologies into anatomy education in South Africa, and we could only identify two studies that have done so, which are [PERSON]'(2018) [36] and [PERSON] et al. 's (2019) [10]. [PERSON] study (2018) [36] explored the practicality of an AR application, augmented reality-assisted orthopaedic surgery (ARAOS) technology, to support and enhance orthopaedic wrist replacement surgery through simulation. The experimental study found that compared to conventional fluoroscopic guidance, the AR application is insignificantly less accurate, registers a reduced procedural time, and has a short learning curve.