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The role of spatial ability in visuospatial anatomy comprehension: a cross sectional study of a rwandese student population (535.10)
Author(s) -
Glena Katlyn,
Johnson Marjorie,
Habumufasha John Peter,
Gashegu Julien,
Allman Brian,
Nguyen Ngan
Publication year - 2014
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.28.1_supplement.535.10
Subject(s) - spatial ability , comprehension , population , task (project management) , test (biology) , intervention (counseling) , teaching method , computer science , mathematics education , psychology , medical education , medicine , engineering , biology , paleontology , cognition , environmental health , systems engineering , neuroscience , psychiatry , programming language
Computer‐based three‐dimensional (3D) teaching tools are increasingly used in human anatomy instruction; however, these tools may compromise learning since some learners have problems comprehending them. Previous studies indicate that a person’s spatial ability is predictive of their ability to learn from 3D teaching tools. Most studies investigating this relationship have been performed on a North American population, so this effect is relatively unknown in other parts of the world. Spatial ability can be shaped by daily activities such as travel, sport, and entertainment. Rwandese people may have developed their spatial ability differently than North Americans and, therefore, learn differently from 3D teaching tools. This study investigates the role of spatial ability in comprehending a 3D computer‐based teaching tool in a Rwandese student population. 73 students at the National University of Rwanda have been recruited. Participants performed an anatomy knowledge test, 3 standardized spatial tests, and a pre and post spatial anatomy task with a 3D teaching tool as an intervention. The results of this study may help to design computerized, 3D teaching tools that are tailored to educational facilities in Rwanda. When developing 3D teaching tools it is important to take learner characteristics into account to create tools that are sensitive to the population that is learning from them.