Abstract The purpose of this study was to explore the perspectives of Australian educators on using augmented reality (AR) as a method for learning human anatomy in the undergraduate health sciences. This will determine the current value of AR and guide future research and development. This prospective qualitative study used a mixed‐methods approach to gain detailed feedback from 10 anatomy educators at Curtin University. Educators interacted with mobile AR using an iPad and the Complete Anatomy application. A survey measured perceived usability through the System Usability Scale (SUS) and used Likert‐scale responses and short‐answer questions to determine educators' perspectives of AR. The SUS measured a mean usability score of 58.25, SD ± 15.41 (95% CI: 47.22, 69.28), translating to a ‘D’ grade. Educators demonstrated positive perspectives of new technology but found that AR presented more challenges than benefits. Recommendations focused on overcoming hardware difficulties and ensuring in‐depth educational content with reference to the cadaveric study. Mobile AR does not currently hold substantial value for anatomy education; however, the benefits of AR may be optimized using a head‐mounted display. Future research must consult all potential stakeholders to critically define how AR will provide measurable value for anatomy education.
Williams et al. (2026) studied this question.