Interactive and dynamic visualizations in teaching and learning of anatomy: A cognitive load perspective

Khalil, Mohammed K.; Paas, Fred; Johnson, Tristan E.; Payer, Andrew F.

doi:10.1002/ar.b.20077

Cited by 78 publications

(69 citation statements)

References 50 publications

(43 reference statements)

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“…In Khalil et al (2005c), we described in details the theoretical foundation of cognitive load theory (CLT). In this follow-up article, we use the theoretical foundation to establish guiding principles for the creation and the utilization of interactive dynamic visualizations in the teaching and learning of anatomy.…”

Section: Introductionmentioning

confidence: 99%

Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

Khalil

Paas

Johnson

et al. 2005

The Anatomical Record Part B

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In improving the teaching and learning of anatomical sciences, empirical research is needed to develop a set of guiding principles that facilitate the design and development of effective dynamic visualizations. Based on cognitive load theory (CLT), effective learning from dynamic visualizations requires the alignment of instructional conditions with the cognitive architecture of learners and their levels of expertise. By improving the effectiveness and efficiency of dynamic visualizations, students will be able to be more successful in retaining visual information that mediates their understanding of complex and difficult aspects of anatomy. This theoretical paper presents instructional strategies generated by CLT and provides examples of some instructional implications of CLT on the design of dynamic visualizations for teaching and learning of anatomy.

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Section: Introductionmentioning

confidence: 99%

Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

Khalil

Paas

Johnson

et al. 2005

The Anatomical Record Part B

Self Cite

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“…There is a need for development of computer-based learning environments which are based on theories of learning and which have been rigorously evaluated for their effectiveness Cook & Levinson, 2011;Issenberg et. aI, 2005;Khalil et al,2005).…”

Section: Introductionmentioning

confidence: 99%

“…However, most visualization tools are being developed on the basis of intuitions of the instructor or the designer and without taking findings in cognitive science into consideration (Ainsworth, 2006;Issenberg, McGaghie, Petrus a, Gordon, & Scalese, 2005;Khalil, Paas, Johnson, & Payer, 2005, Mikropoulos, & Natsis, 2011. There is a need for development of computer-based learning environments which are based on theories of learning and which have been rigorously evaluated for their effectiveness Cook & Levinson, 2011;Issenberg et.…”

Section: Introductionmentioning

confidence: 99%

Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy.

Naaz

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Visualizations in the form of computer-based learning environments are highly encouraged in science education, especially for teaching spatial material. Some spatial material, such as sectional neuroanatomy, is very challenging to learn. It involves learning the two dimensional (2D) representations that are sampled from the three dimensional (3D) object. In this study, a computer-based learning environment was used to explore the hypothesis that learning sectional neuroanatomy from a graphically integrated 2D and 3D representation will lead to better learning outcomes than learning from a sequential presentation. The integrated representation explicitly demonstrates the 2D-3D transformation and should lead to effective learning. This study was conducted using a computer graphical model of the human brain.There were two learning groups: Whole then Sections, and Integrated 2D3D. Both groups learned whole anatomy (3D neuroanatomy) before learning sectional anatomy (2D neuroanatomy). The Whole then Sections group then learned sectional anatomy using 2D v representations only. The Integrated 2D3D group learned sectional anatomy from a graphically integrated 3D and 2D model. A set of tests for generalization of knowledge to interpreting biomedical images was conducted immediately after learning was completed.The order of presentation of the tests of generalization of knowledge was counterbalanced across participants to explore a secondary hypothesis of the study: preparation for future learning. If the computer-based instruction programs used in this study are effective tools for teaching anatomy, the participants should continue learning neuroanatomy with exposure to new representations. A test of long-term retention of sectional anatomy was conducted 4-8 weeks after learning was completed.The Integrated 2D3D group was better than the Whole then Sections group in retaining knowledge of difficult instances of sectional anatomy after the retention interval. The benefit of learning from an integrated 2D3D representation suggests that there are some spatial transformations which are better retained if they are learned through an explicit demonstration. Participants also showed evidence of continued learning on the tests of generalization with the help of cues and practice, even without feedback. This finding suggests that the computer-based learning programs used in this study were good tools for instruction of neuroanatomy.VI

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“…Cognitive load theory postulates three types of cognitive load: (a) intrinsic load is the net result of task complexity and the learner expertise; (b) extraneous load is caused by superfluous processes that do not directly contribute to learning; (c) germane load is accounted by learning processes handling intrinsic cognitive load [7]. Studies have been carried to identify design guidelines and benefits of this theory in health sciences education [6,8-13]. …”

Section: Introductionmentioning

confidence: 99%

“…The way in which content can be organized in order to optimize learning has also been extensively studied [4,13,20-23]. Learning objects, groupings of instructional materials structured to meet specific educational objectives [23], define a set of guidelines to make content portable, interactive and reusable, [23-27] therefore enhancing and tailoring learning [26].…”

Section: Introductionmentioning

confidence: 99%

A novel collaborative e-learning platform for medical students - ALERT STUDENT

et al. 2014

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BackgroundThe increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions.ResultsA study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool.ConclusionsThe platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school.This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes.

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Interactive and dynamic visualizations in teaching and learning of anatomy: A cognitive load perspective

Cited by 78 publications

References 50 publications

Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy.

A novel collaborative e-learning platform for medical students - ALERT STUDENT

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