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The anatomy of E-Learning tools: Does software usability influence learning outcomes?

Sonya E Van Nuland¹, Kem A Rogers¹

¹Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada.

Anatomical Sciences Education

|December 17, 2015

Summary

Simple anatomy e-learning tools are as effective as complex 3D versions, even for students with lower spatial abilities. This research compares cognitive load and learning outcomes between A.D.A.M. Interactive Anatomy and Netter's 3D Interactive Anatomy.

Keywords:

cognitive load computer-assisted instruction dual-task e-learning gross anatomy education instructional design mental rotation test undergraduate education

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Area of Science:

Anatomy Education
Cognitive Psychology
Educational Technology

Background:

Laboratory hours reduction drives demand for anatomy e-learning tools.
Understanding cognitive load is crucial for effective e-learning tool design.
Assessing the impact of software complexity on learning is essential.

Purpose of the Study:

To compare the cognitive load and learning outcomes of two anatomy e-learning tools with differing complexity.
To investigate the influence of software design on mental effort during anatomy learning.
To determine if complex 3D anatomy software disadvantages students with poor spatial abilities.

Main Methods:

Dual-task methodology and Stroop observation task to measure cognitive load.
Comparison of A.D.A.M. Interactive Anatomy (2D) and Netter's 3D Interactive Anatomy (3D).
Assessment of 70 undergraduate students using pre-tests, cognitive load measures, mental rotation tests, and post-tests.

Main Results:

No significant differences in reaction times or post-test scores between the two tools.
Mental rotation scores correlated with post-test scores for Netter's 3D but not A.D.A.M.
Cognitive load and learning outcomes were comparable across different software complexities.

Conclusions:

Simple anatomy e-learning tools are as effective as complex 3D alternatives.
A.D.A.M. Interactive Anatomy does not academically disadvantage students with lower spatial skills.
E-learning tool simplicity does not impede learning effectiveness or cognitive load management.