When Teratology and Augmented Reality Entwine: A Qualitative Phenomenological Analysis in a Museal Setting

TL;DR

This study explores how augmented reality (AR) in a museum setting helps people learn about developmental anomalies and sparks discussions on bioethics.

Contribution

The study is the first to qualitatively analyze visitor experiences with AR-enhanced teratological exhibitions.

Findings

Both medical students and general visitors found AR-enhanced teratological exhibitions valuable for education.

AR improves understanding of dysmorphology and makes learning more interactive.

Teratological exhibitions with AR can raise public awareness and acceptance of developmental anomalies.

Abstract

What are the main findings?

This is the first qualitative study that shows insights that were encountered when using AR in a teratological collection;

Both (bio)medical students and general visitors are interested in using AR in an educational and museal setting;

Teratological exhibitions may enhance public awareness and acceptance of developmental anomalies.

What is the implication of the main finding?

Teratological exhibitions provide a unique opportunity to reflect on both historical and contemporary bioethical issues;

It was suggested that AR can provide better insights into teratology and create a more interactive way of learning.

Background: The Museum for Anatomy and Pathology at the Radboud University (The Netherlands) has created a permanent teratological exhibition, which is enhanced with augmented reality (AR) modalities. This exhibition serves various (post)graduate educational purposes and is open to the general public. However, data on visitors’ views and experiences regarding the teratological collection and AR models are currently lacking. Methods: To address this, a qualitative study was conducted to explore visitors’ opinions and experiences. One-on-one in-depth interviews were conducted using a predefined topic list, with audio recordings transcribed verbatim. Thematic analysis was applied to the twenty-six interview transcripts. Results: The findings indicate that publicly displaying teratological specimens alongside AR modalities is valued and positively received by both (bio)medical students and laypeople alike. AR enhances understanding of dysmorphology and provides a more interactive and engaging learning experience for complex topics. Conclusion: The use of AR within a teratological exposition holds tremendous educational potential and improves public awareness and acceptance of developmental anomalies. Moreover, it provides a unique opportunity to reflect on both historical and contemporary bioethical issues.

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