Learner characteristics involved in visuospatial anatomy comprehension (535.1)

Abstract

The practical aspect of human anatomy instruction is becoming less dissection based and increasingly more reliant on computerized, three‐dimensional (3D) teaching tools. Some students find it difficult to learn from these tools and it is important not to alienate this group of learners. Previous studies have demonstrated that the spatial relations subcomponent of spatial ability is predictive of success in 3D anatomy comprehension, but the effect of other spatial ability subcomponents has not been examined. This study explored the role of three subcomponents of spatial ability and the effect of prior domain knowledge in comprehending a 3D teaching tool. By adding more spatial ability subcomponents and a knowledge component the results may provide a broader picture of the relevant learner characteristics involved in comprehending these tools. 60 students from Western University were recruited. Participants performed an anatomy knowledge test (AKT), three standardized spatial tests, and a pre and post spatial anatomy task (SAT) with a 3D teaching tool as an intervention. Preliminary data analysis (N=24) suggests that participants’ scores on the AKT and the three spatial ability tests are predictive of learning from the 3D teaching tool (p<0.01). These results may have implications for the appropriate design and implementation of computerized 3D instructional animations.Grant Funding Source: Lippincott Williams Wilkins/AAA Education Research Scholarship