Didactic Applications of Art and Augmented Reality in the Teaching of Medical History: Educational and Legal Challenges

Abstract

This article explores how art and augmented reality can be harnessed as innovative didactic tools in teaching the history of medicine, with particular attention to the intertwined educational and legal challenges that emerge in contemporary academic and clinical contexts. As augmented reality technologies gain traction within higher education, evidence suggests they enhance engagement, spatial understanding, and experiential learning especially in complex domains such as medical anatomy and historical narrative reconstruction by overlaying virtual elements onto real-world environments for enriched learning experiences. However, while the integration of such immersive tools demonstrates considerable promise for didactic innovation and the presentation of historical medical artifacts and artistic representations, it also raises important questions pertaining to curriculum design, pedagogical efficacy, intellectual property rights, and data governance within educational institutions. Drawing upon interdisciplinary literature from educational technology, medical education, and legal scholarship, this study articulates both the pedagogical potential and the regulatory constraints of deploying art-infused augmented reality frameworks in medical history education. By advancing a nuanced understanding of these opportunities and challenges, the article provides guidance for educators, policymakers, and legal theorists seeking to responsibly integrate emerging digital modalities into the teaching of medicine’s historical narratives.