Modeling and Simulation Department, University of Central Florida, Orlando, Florida, USA.
Med Educ. 2018 Nov;52(11):1147-1155. doi: 10.1111/medu.13729.
Three-dimensional (3-D) visualisation in anatomical education has been shown to be broadly beneficial for students. However, there is limited research on the relative efficacy of 3-D modalities. This study compares knowledge performance, mental effort and instructional efficiency between autostereoscopic 3-D visualisation (holograms), monoscopic 3-D visualisation (3-DPDFs) and a control (2-D printed images).
A cardiac anatomy model was used to generate holograms, 3-DPDFs and 2-D printed images. Nursing student participants (n = 179) were randomised into three groups: holograms (n = 60), 3-DPDFs (n = 60) and printed images (n = 59). Participants completed a pre-test followed by a self-study period using the anatomical visualisation. Afterwards, participants completed the NASA-Task Load Index (NASA-TLX) cognitive load instrument and a knowledge post-test.
Post-test results showed participants studying with holograms (median = 80.0, interquartile range [IQR] = 66.7-86.7) performed significantly better regarding cardiac anatomy knowledge than participants using 3-DPDF (median = 66.7, IQR = 53.3-80.0, p = 0.008) or printed images (median = 66.7, IQR = 53.3-80.0, p = 0.007). Mental effort scores, on a scale from 1 to 20, showed hologram (mean = 4.9, standard deviation [SD] = 3.56) and 3-DPDF participants (mean = 4.9, SD = 3.79) reported significantly lower cognitive load than printed images (mean = 7.5, SD = 4.9, p < 0.005). Instructional efficiency (E) of holograms (E = 0.35) was significantly higher than printed images (E = -0.36, p < 0.001), although not significantly higher than 3-DPDF (E = 0.03, p = 0.097).
Participants using holograms demonstrated significant knowledge improvement over printed images and monoscopic 3-DPDF models, suggesting additional depth cues from holographic visualisation provide benefit in understanding spatial anatomy. Mental effort scores and instructional efficiency of holograms indicate holograms are a cognitively efficient instructional medium. These findings highlight the need for further study of novel 3-D technologies and learning performance.
三维（3-D）可视化在解剖学教育中已被证明对学生有广泛的益处。然而，关于 3-D 模式的相对功效的研究有限。本研究比较了自动立体 3-D 可视化（全息图）、立体 3-D 可视化（3-DPDF）和对照（2-D 打印图像）在知识表现、心理努力和教学效率方面的差异。
使用心脏解剖模型生成全息图、3-DPDF 和 2-D 打印图像。护理专业学生参与者（n=179）被随机分为三组：全息图组（n=60）、3-DPDF 组（n=60）和打印图像组（n=59）。参与者完成了一项预测试，然后使用解剖可视化进行自学。之后，参与者完成了 NASA 任务负荷指数（NASA-TLX）认知负荷工具和知识后测试。
后测结果显示，与使用 3-DPDF （中位数=66.7，IQR=53.3-80.0，p=0.008）或打印图像（中位数=66.7，IQR=53.3-80.0，p=0.007）的参与者相比，使用全息图（中位数=80.0，IQR=66.7-86.7）的参与者在心脏解剖知识方面的表现明显更好。心理努力评分（1 到 20 分）显示，全息图组（均值=4.9，标准差[SD]=3.56）和 3-DPDF 组（均值=4.9，SD=3.79）的参与者报告的认知负荷明显低于打印图像组（均值=7.5，SD=4.9，p<0.005）。全息图的教学效率（E）（E=0.35）明显高于打印图像（E=-0.36，p<0.001），尽管与 3-DPDF （E=0.03，p=0.097）相比，差异无统计学意义。
与打印图像和立体 3-DPDF 模型相比，使用全息图的参与者在知识方面有显著提高，这表明来自全息可视化的额外深度线索有助于理解空间解剖结构。全息图的心理努力评分和教学效率表明，全息图是一种认知效率高的教学媒介。这些发现强调了需要进一步研究新型 3-D 技术和学习表现。
