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Top‐Down Influences on Visuospatial Human Anatomy Comprehension
Author(s) -
Glena Katlyn,
Johnson Marjorie,
Nguyen Ngan
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.956.9
Subject(s) - comprehension , cognition , animation , spatial ability , spatial cognition , cognitive psychology , computer science , psychology , neuroscience , computer graphics (images) , programming language
The purpose of this study is to examine how learners’ spatial ability and prior domain knowledge contribute to the comprehension of visuospatial anatomical information from instructional animation. Spatial ability refers to one's capacity to construct, maintain, and manipulate mental representations. Prior domain knowledge refers to one's previously acquired knowledge of human anatomy. Visuospatial anatomy refers to the spatial properties of anatomical structures such as their 3D shape, form, position in the body, and relative location to surrounding structures. In cognitive science there is growing evidence suggesting that the educational value of instructional materials depends on how well their design reflects human cognitive architecture. Educational value depends on whether learners have enough cognitive resources to store and process the information presented. This study will provide objective evidence as to how learner's spatial ability and prior anatomy knowledge influence visuospatial anatomy comprehension. It will also help to determine who will benefit the most from instruction with animation. The results can be used to improve the design and implementation of instructional resources that will augment learning of visuospatial anatomical information for all learners, regardless of their innate spatial ability or prior knowledge of anatomy. Grant Funding Source : University of Western Ontario