Department of Anatomy and Cell Biology, Corps for Research of Instructional and Perceptual Technologies (CRIPT), Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada.
Anat Sci Educ. 2012 Mar-Apr;5(2):98-108. doi: 10.1002/ase.1258. Epub 2012 Jan 9.
Computer visualizations are increasingly common in education across a range of subject disciplines, including anatomy. Despite optimism about their educational potential, students sometime have difficulty learning from these visualizations. The purpose of this study was to explore a range of factors that influence spatial anatomy comprehension before and after instruction with different computer visualizations. Three major factors were considered: (1) visualization ability (VZ) of learners, (2) dynamism of the visual display, and (3) interactivity of the system. Participants (N = 60) of differing VZs (high, low) studied a group of anatomical structures in one of three visual conditions (control, static, dynamic) and one of two interactive conditions (interactive, non-interactive). Before and after the study phase, participants' comprehension of spatial anatomical information was assessed using a multiple-choice spatial anatomy task (SAT) involving the mental rotation of the anatomical structures, identification of the structures in 2D cross-sections, and localization of planes corresponding to given cross-sections. Results indicate that VZ had a positive influence on SAT performance but instruction with different computer visualizations could modulate the effect of VZ on task performance.
计算机可视化在包括解剖学在内的众多学科的教育中越来越普遍。尽管人们对其教育潜力持乐观态度，但学生有时在学习这些可视化内容时会遇到困难。本研究的目的是探索一系列因素，这些因素在使用不同的计算机可视化进行教学前后会影响空间解剖学的理解。主要考虑了三个因素：（1）学习者的可视化能力（VZ），（2）视觉显示的动态性，和（3）系统的交互性。具有不同 VZ（高、低）的参与者（N = 60）在三种视觉条件（对照、静态、动态）和两种交互条件（交互、非交互）之一中研究了一组解剖结构。在学习阶段前后，使用涉及解剖结构的心理旋转、二维横截面结构的识别以及与给定横截面对应的平面的定位的多项选择空间解剖任务（SAT）评估参与者对空间解剖信息的理解。结果表明，VZ 对 SAT 表现有积极影响，但不同的计算机可视化教学可以调节 VZ 对任务表现的影响。
