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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.
Anatomical Sciences Education ( IF 7.3 ) Pub Date : 2020-01-27 , DOI: 10.1002/ase.1941
Katerina Bogomolova 1, 2 , Ineke J M van der Ham 3 , Mary E W Dankbaar 4 , Walter W van den Broek 4 , Steven E R Hovius 5, 6 , Jos A van der Hage 1, 2 , Beerend P Hierck 2, 7, 8, 9
Affiliation  

Monoscopically projected three‐dimensional (3D) visualization technology may have significant disadvantages for students with lower visual‐spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual‐spatial abilities on learning. In a double‐center randomized controlled trial, first‐ and second‐year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two‐dimensional (2D) anatomical atlas (n = 18). Visual‐spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30‐item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual‐spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude–treatment interaction caused by visual‐spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs.

中文翻译:

立体视觉增强现实可视化对学习解剖的影响和视觉空间能力的修正效果:双中心随机对照试验。

单视投影三维(3D)可视化技术对于视觉空间能力较低的学生可能具有明显的劣势,尽管该技术在教授解剖学方面具有整体效果。先前的研究表明,立体视可能有助于更好地理解解剖学知识。这项研究评估了立体增强现实(AR)可视化的教育效果以及视觉空间能力对学习的修正作用。在双中心随机对照试验中,第一和第二年(生物)医学专业的大学生使用立体3D AR模型(​​n = 20),单视3D桌面模型(n = 20)或二维( 2D)解剖图谱(n = 18)。视觉空间能力通过心理旋转测试(MRT),折纸测试(PFT),和机械推理(MR)测试。解剖知识通过经过验证的30项论文后测进行评估。立体3D AR组的整体测验分数(47.8%)与单视3D桌面组(38.5%;P  = 0.240)和2D解剖图谱组(50.9%;P  = 1.00)。如果按视觉空间能力测试分数进行分层,则与单眼3D桌面组(33.4%; P  = 0.015)相比,立体3D AR组的MRT分数较低的学生在测验中的成绩较高(49.2%)在2D组中(46.4%;P  = 0.99)。参加者在所有情况下的捷运分数都较高。在设计3D学习研究时,考虑由视觉空间能力引起的适应性-治疗相互作用是有帮助的。需要进一步的研究来确定将这项技术引入当前教育计划的功能和最有效的方法。
更新日期:2020-01-27
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