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Showercap Mindmap: a spatial activity for learning physiology terminology and location.

Thea Vanags¹, Mira Budimlic, Elissa Herbert

¹Centre for Applied Psychology, Faculty of Health, University of Canberra, Canberra, Australian Capital Territory, Australia. thea.vanags@canberra.edu.au

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Summary

Spatial and multisensory learning significantly improved students' recall of physiology terms, especially for spatial memory tasks. This teaching method enhances long-term retention and understanding of complex biological concepts.

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Area of Science:

Cognitive Psychology
Neuroscience Education

Background:

Undergraduate students often face challenges with the extensive and intricate terminology in physiology.
Effective pedagogical strategies are crucial for improving student comprehension and retention of complex scientific information.

Purpose of the Study:

To compare the effectiveness of spatial-multisensory learning versus traditional verbal methods for teaching physiology terminology to psychology students.
To investigate the impact of different teaching modalities on both immediate and delayed recall, as well as different testing formats (verbal vs. spatial).

Main Methods:

A quasi-experimental design was employed with first-year undergraduate psychology students.
The experimental group utilized a spatial-multisensory approach involving physical markers and labeling on a peer.
The control group received verbal instruction through a game-based activity.

Main Results:

Both groups showed significant improvement in verbal recall immediately after the activity and at a 2-week follow-up compared to pretest scores.
The spatial-multisensory group demonstrated significantly enhanced spatial recall on a brain diagram task at posttest and follow-up.
The verbal-only group did not show significant improvement in spatial recall, indicating a lack of transfer to this modality.

Conclusions:

Spatial and multisensory learning strategies are superior for improving spatial memory and recall of physiology terminology over time.
The findings support the principle of transfer-appropriate processing, where learning is most effective when the learning and testing methods align.
This study highlights the potential of kinesthetic and spatial learning techniques in science education to improve understanding and retention.