Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
In anatomical sciences education, it is necessary to improve students knowledge, skills, and spatial abilities for future practical training. This comparative study utilized quantitative methods to examine the effects of applying three-dimensional virtual learning tools within anatomical instruction on students learning outcomes and spatial abilities. In this study, the anatomical content in the experimental group was delivered with three-dimensional anatomical courseware, and the anatomical content in the control group was delivered with two-dimensional anatomical courseware. The participants in both groups attended classes in two different classrooms. At the end of the experiment, all participants were required to take two spatial abilities tests and two neuroanatomical content tests. Moreover, participants in the experimental group completed a web-based perception survey. Analyses to test the research questions included one-way multi-variate analysis of variance (MANOVA), one-way analysis of variance (ANOVA), two-way mixed-design MANOVA, two-way mixed design ANOVA, and descriptive analysis. The results revealed that the degree of anatomical knowledge acquired by the students who attended face-to-face classes with three-dimensional anatomical courseware did not significantly differ from the degree of anatomical knowledge acquired by students who attended face-to-face classes with two-dimensional anatomical courseware. Moreover, the results also indicated that no significant differences existed in students learning outcomes on both the non-spatial anatomical knowledge test and the spatial related anatomical knowledge test between the students who attended face-to-face classes with three-dimensional anatomical courseware and those who attended face-to-face classes with two-dimensional anatomical courseware. In addition, the results addressed that the degree of spatial abilities of the students who attended face-to-face classes with three-dimensional anatomical courseware did not differ significantly from the degree of spatial abilities of students who attended face-to-face classes with two-dimensional anatomical courseware. Furthermore, the results also stated that no significant differences existed in students achievements on each of Mental Rotation Test (MRT) and Revised Purdue Spatial Visualization Tests: Visualization of Rotations (Revised PSVT:R) between the students who attended face-to-face classes with three-dimensional anatomical courseware and those who attended face-to-face classes with two-dimensional anatomical courseware. Although no significant results were found in students learning achievements and spatial abilities, most students had relatively positive responses to the use of a three-dimensional virtual anatomical tool in anatomy learning. Numerous studies both support and refute the benefits of three-dimensional virtual tool in anatomy learning. The present research further shows that whether three-dimensional virtual anatomical tools are beneficial is not a settled debate.
Recommended Citation
Feng, Xiaoxiao, "The Effects Of A Three-Dimensional Virtual Learning Medium On Spatial Ability And Learning Achievement In The Anatomical Sciences" (2020). All-Inclusive List of Electronic Theses and Dissertations. 2107.
https://scholars.indianastate.edu/etds/2107