The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual‐Spatial Abilities: A Double‐Center Randomized Controlled Trial

Bogomolova, Katerina; Ham, Ineke J. M. van der; Dankbaar, Mary; Broek, Walter W. van den; Hovius, Steven E.R.; Hage, Jos A. van der; Hierck, Beerend P.

doi:10.1002/ase.1941

Cited by 77 publications

(166 citation statements)

References 55 publications

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“…This explains why monoscopic 3DVT was found to have disadvantages for students with lower visual-spatial abilities. [3][4][5]49 The superiority of stereoscopic 3DVT over monoscopic 3DVT for students with low visual-spatial abilities implies another mechanism that is in line with the compensating hypothesis. 50 In stereoscopic 3DVT, the required 3D representation is already built and provided by stereoscopic vision.…”

Section: Discussionmentioning

confidence: 55%

“…3,4 A significant interaction caused by visual-spatial abilities was reported in three studies. 3,4,38 This interaction meant that participants with lower visual-spatial abilities benefited significantly more from the stereoscopic view of anatomy than individuals with higher visual-spatial abilities.…”

Section: The Effect Of Visual-spatial Abilitymentioning

confidence: 83%

“…Moreover, in the 3D stereoscopic group, differences between students with lower and higher visual-spatial abilities were no longer significant. 3,4 One study reported similar interaction that F I G U R E 2 Pooled effect size for studies comparing interactive stereoscopic 3D models with interactive monoscopic 3D models. 95% CI, 95% confidence interval; AR, interactive augmented reality environment; I, identification task; L, localisation task; VR, virtual reality environment did not reach a significant level (P = .09) in the linear regression analysis.…”

Section: The Effect Of Visual-spatial Abilitymentioning

confidence: 94%

“…Visual-spatial abilities of participants were measured in six studies by a Mental Rotation Test (MRT). [2][3][4]37,38,42 Five studies used the redrawn version of MRT by Peters and colleagues 47 and one study 42 used the original version of Vandenberg and Kruse. 48 One study adjusted the outcomes for visual-spatial abilities by treating it as a confounder and reported that MRT scores significantly predicted performance (r = .548, P < .0001).…”

Section: The Effect Of Visual-spatial Abilitymentioning

confidence: 99%

“…First, 3DVT appears to have disadvantages for students with lower visual-spatial abilities. [1][2][3][4][5] It has been hypothesised that digital multiple view-based, or 3D, images are being memorised as key views based on familiar 2D images. 6,7 Consequently, when an unfamiliar 3D object is viewed from multiple angles, an increase in cognitive load occurs while generating a complete mental representation of a 3D object.…”

Section: Introductionmentioning

confidence: 99%

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Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

et al. 2020

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Section: Discussionmentioning

confidence: 55%

Section: The Effect Of Visual-spatial Abilitymentioning

confidence: 83%

Section: The Effect Of Visual-spatial Abilitymentioning

confidence: 94%

Section: The Effect Of Visual-spatial Abilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

et al. 2020

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Virtual Dissection: An Interactive Anatomy Learning Tool

Wainman

Aggarwal

Birk

et al. 2020

Anatomical Sciences Ed

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The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study's objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well. Anat Sci Educ 14: 788-798.

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Development of a Virtual Three‐Dimensional Assessment Scenario for Anatomical Education

Bogomolova

Sam

Misky

et al. 2021

Anatomical Sciences Ed

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In anatomical education three‐dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two‐dimensional (2D) paper‐and‐pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10‐minute session of anatomical knowledge assessment with real‐time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost‐effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.

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The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual‐Spatial Abilities: A Double‐Center Randomized Controlled Trial

Cited by 77 publications

References 55 publications

Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

Virtual Dissection: An Interactive Anatomy Learning Tool

Development of a Virtual Three‐Dimensional Assessment Scenario for Anatomical Education

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