IntroductionThe use of computer visualizations in anatomy courses is expanding, but there is little evidence available suggesting that these visuals enhance learning of spatial anatomical information.PurposeTo evaluate computer visualizations of the superior mediastinum developed with different display modes and interactive control features.MethodsParticipants will be students from the University of Western Ontario. General information about the participants, including their gender, program of study, and past experiences with spatial tasks will be collected in a baseline questionnaire. A mental rotation task that has been standardized for university students will be used to determine participants' spatial ability. Next, participants will be randomly allocated to one of three visual groups: stereoscopic 3D, 3D, or 2D. Participants in each visual group will be subdivided into one of two interactive groups: active control or no control. Each participant will complete an identical standardized electronic learning module pertaining to anatomy of the superior mediastinum. The module will have clearly defined learning objectives and will differ only by the visualization and manipulation capabilities of the model. Learning will be assessed by a post‐knowledge test consisting of 50 multiple‐choice questions – half spatially related and half non‐spatially related. The spatial questions are assumed to require manipulation of mental representations, while the non‐spatial questions involve the recognition and identification of anatomical structures.SignificanceThe results will help establish guiding principles that will facilitate the design and implementation of effective and efficient computer visualizations that can be adapted to the individual learner's level of spatial ability.Grant Funding Source: n/a