The virtual anatomy laboratory: Usability testing to improve an online learning resource for anatomy education

Abstract

An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of use and resource flexibility and indicates navigational issues that contribute to extraneous cognitive load for the user. An example of usability testing for modification of an online anatomy resource called the "Virtual Lab" is presented. Usability testing was used to determine whether increased content would impair navigation through the interface. Subjects with varying levels of experience with anatomy content were recruited to assess efficiency and effectiveness (defined by usability standards) of the original resource and of the redesigned resource. Comparisons between usability evaluation of the original "Virtual Lab" (OVL) and of the redesigned "Virtual Lab" (RVL) revealed that subjects were better able to successfully complete tasks using the RVL than they were with the OVL. Results also demonstrated that subjects did not take significantly more time to successfully complete tasks with the RVL. Additionally, usability testing revealed that subjects were able to successfully complete tasks using the RVL regardless of whether they possessed prior experience with anatomy content or not. Results of this study suggest that the modified resource is more effective for users. The example presented here underscores the need for usability testing prior to resource implementation and whenever significant changes are made to a resource interface.

A “Do‐It‐Yourself” interactive bone structure module: Development and evaluation of an online teaching resource

“…Usability feedback was very positive regarding the use of the module to increase knowledge, understand content and support learning, findings similar to those reported by Doubleday et al (2011) when evaluating their ''virtual anatomy laboratory.'' A similar assessment of a multimedia-anatomy learning tool produced comparable results (Adamczyk et al, 2009).…”

Less is more: Development and evaluation of an interactive e‐atlas to support anatomy learning

“…Image‐based CAL resources have been developed to support learning of anatomy to varying depths ranging from a narrow focus on single structures/areas (Nicholson et al, ; Salajan et al, ) to the “system” level (O'Byrne et al, ; Brenton et al, ; McNulty et al, ; Temkin et al, ), whereas on‐line atlases providing whole body coverage have been provided for undergraduate biology and premedical students by Wright (). In the latter case, 3D model‐like images developed from 2D slices of human material were used (3D Human Anatomy Software; Primal Pictures Limited, London, UK); however, simpler labeled images of anatomical models have also been used to provide a comprehensive atlas for undergraduates studying basic human anatomy (Doubleday et al, ). Although a detailed analysis of such CAL resources is not within the purview of the current article, it is possible to use them in conjunction with personal experience and learning theory to identify factors that should be considered when designing and evaluating such tools.…”

Essential E-Learning and M-Learning Methods for Teaching Anatomy

“…But even if a course management system is available to organize major functional services and generic learning resources for all classes in a curriculum, having stand-alone Web services for anatomy instruction can be invaluable for supporting laboratories, self-learning modules, and hosting specialized anatomical media distribution. Web based self-learning resources (see below) for online "virtual anatomy" laboratories have been developed and subjected to usability testing with favorable results [ 18 ].…”