title: How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models.
abstract: The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks.
authors.affiliation: Deparment of Psychology and Educational Sciences, TECFA, University of Geneva, Geneva, Switzerland.
authors.forename: Sandra
authors.initials: S
authors.lastname: Berney
authors.affiliation: Deparment of Psychology and Educational Sciences, TECFA, University of Geneva, Geneva, Switzerland.
authors.forename: Mireille
authors.initials: M
authors.lastname: Bétrancourt
authors.affiliation: Deparment of Psychology and Educational Sciences, TECFA, University of Geneva, Geneva, Switzerland.|Department of Psychology, Distance Learning University Switzerland, Sierre, Switzerland.
authors.forename: Gaëlle
authors.initials: G
authors.lastname: Molinari
authors.affiliation: Laboratoire de la Performance Motrice, Centre de Recherche et d'Innovation sur le Sport, Mentale et du Matériel, Université Claude Bernard Lyon 1, Villeurbanne, France.
authors.forename: Nady
authors.initials: N
authors.lastname: Hoyek
mesh_terms: D000293:Adolescent; D000715:Anatomy / Q000193:education*; D001696:Biomechanical Phenomena; D003071:Cognition; D032882:Comprehension; D003194:Computer-Assisted Instruction; D003479:Curriculum; D004521:Educational Measurement; D004522:Educational Status; D005602:France; D006801:Humans; D021621:Imaging, Three-Dimensional; D007858:Learning; D008953:Models, Anatomic; D015397:Program Evaluation; D011897:Random Allocation; D012540:Scapula / Q000033:anatomy & histology / Q000502:physiology; D065854:Spatial Navigation; D013334:Students / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D014495:Universities; D014796:Visual Perception; D055815:Young Adult
keywords: 3D anatomy; dynamic visualization; functional anatomy; gross anatomy education; kinesiology education; mental rotation; spatial ability