The aim of this study was to observe the effects of visual materials with technology in anatomical terminology learning and short- and memorize. A total of 187 students enrolled and divided into two groups, 95 students (17.89± 0.06 years, 63 F, 32 M) were in group A and 92 students (17.94±0.05 years, 67 F, 25 M) were in group B. Group A received a document containing anatomic terms supported with visually (ex. pictures, shapes, cartoons) and Turkish meanings of terms, which uploaded to the phones of students. A text that contains anatomic terms and Turkish meanings of terms was given to students in Group B. Students studied these documents in their spare time. During semester three routine quizzes were conducted to the students. First exam was performed one week after documents were given, second exam was 1 month, and third exam was three months after. The content of all exams was the same. All exams were held without prior notice to assess learning skills and self-study request. There was a significant difference between three exams (p<0.001). Examination scores was significantly higher in second and third exam comparing with first exam. Also second exam score was significantly higher than third exam (p<0.001). There was a significant difference in examination scores between and within groups (p<0.001). Examination scores was significantly higher in group A than group B at three exams. The study shows that more visual education with technology can be a useful tool if well designed and integrated into current anatomy teaching methods and the curriculum.