Self-awareness of human anatomy is variable in the general public. It has been shown that members of the public, including patients who have expressed medical-related problems, find it challenging to understand the function of their internal organs. Certain anatomical relationships can be complex for lay people to visualise and comprehend, including the spatial relationships and orientation between anatomical structures. Active learning is a method that allows students to actively learn and engage in their own learning through either discussion or activities. Active science, technology, engineering and mathematics (STEM) learning approaches have often been implemented into the science curriculum to help young learners understand complex science concepts and gain practical skills essential for the world of work, such as problem-solving skills. More specifically, creative learning interventions based upon body painting and crafting are commonly used in anatomical education to improve active learning skills such as motor skills, observational skills, and visuospatial ability for younger audiences. In addition, visualisation paradigms such as Augmented Reality (AR), now easily accessible through widely available mobile devices, has the potential to improve the science curriculum offering innovative and engaging approaches to learning anatomy.

This chapter presents research aimed to create a user-friendly creative learning approach to facilitate active learning about human anatomy, taking the brain, lungs and heart as case studies. These organs were chosen as they are the ones that the majority of the public have a general appreciation of what they are for. This chapter describes the methodological and technological framework building upon anatomical baking as an expressive art form, photogrammetry, 3D modelling, AR and interactive application development. The outcome of this research is bringing learning outside the classroom setting through baking of anatomical structures supported by an AR application running on the learner’s mobile device. In addition, a YouTube channel has been set up for wider access via an online presence. Five individuals were asked to assess the usability and motivational aspect of the app. Results suggested that the application reached a good usability standard level and increased motivation for learning about human anatomy. The collated feedback was encouraging, although participants would have appreciated further instructions to use the AR application. However, due to the small sample size, these encouraging results need to be confirmed through more extensive user testing. Future research would need to look at the validity of the whole creative learning approach, assessing the anatomical baking activities supported by the AR application, which resulted challenging within the timeframe of this research. With the rise in popularity of baking programmes on widely accessible media channels, this presents a novel and engaging way to aid public understanding of some key organs of the body through the process of home baking.

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