Open AccessDesign of interactive and dynamic anatomical visualizations: The implication of cognitive load theory
Author(s) -
Khalil Mohammed K.,
Paas Fred,
Johnson Tristan E.,
Payer Andrew F.
Publication year - 2005
Publication title -
the anatomical record part b: the new anatomist
Language(s) - English
Resource type - Journals
eISSN - 1552-4914
pISSN - 1552-4906
DOI - 10.1002/ar.b.20078
Subject(s) - cognitive load , computer science , human–computer interaction , cognition , cognitive science , cognitive psychology , psychology , neuroscience
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. Anat Rec (Part B: New Anat) 286B:15–20, 2005. © 2005 Wiley‐Liss, Inc.