Enhancing Histological Learning Through Augmented Reality: A Comparative Study of Traditional Microscopy and AR ‐Based Instruction

Learning histology requires transforming two-dimensional microscopic images into three-dimensional mental representations, a cognitive process often challenging for students. This comparative educational study investigated whether augmented reality (AR)-assisted instruction could enhance cognitive, motivational, and practical learning outcomes in histological education compared to traditional microscopy. Second-year medical students (N = 152) were allocated to either a traditional microscopy group or an AR-based instruction group. Outcomes assessed at baseline, postintervention, and at 10-week follow-up included knowledge retention, spatial understanding, practical tissue identification (OSPE), cognitive load, and learning motivation. While both groups showed immediate knowledge gains, the AR group demonstrated significantly higher delayed knowledge retention and spatial understanding (p < 0.001). In practical assessments, AR-trained students achieved higher identification accuracy and faster completion times. Furthermore, AR-based instruction was associated with lower extraneous cognitive load, higher germane load, and increased intrinsic motivation. These findings suggest that integrating AR as a complementary instructional strategy promotes more effective, learner-centered histology education by reducing cognitive load and enhancing spatial visualization skills.