Using BioRender for Active Learning: Exploring Learning-Style Preference and Visual-Spatial Ability in Undergraduate...

Area of Science:

• Neuroscience education
• Cognitive science
• STEM education

Background:

• Visual-spatial reasoning is a known predictor of success in STEM fields.
• Its predictive power for non-STEM students in general education neuroscience courses is less understood.
• Neuroscience courses often benefit from visual learning aids.

Purpose of the Study:

• To investigate the relationship between visual-spatial ability and student performance in an undergraduate neuropharmacology course.
• To determine if visual-spatial object rotation test scores predict exam success for non-major students.
• To explore the impact of using scientific illustration software (BioRender) on student learning.

Main Methods:

• Administered visual-spatial tests (Purdue Spatial Visualization Test-Visualization of Rotations) to non-major undergraduates.
• Tracked student performance on illustrative and content exams.
• Monitored completion rates of BioRender assignments designed for visual learning.

Main Results:

• Percent completion of BioRender assignments was a stronger predictor of student performance than innate visual-spatial ability.
• Visual learning style preference did not correlate with visual-spatial ability.
• Learning style preference did not predict student success in the course.

Conclusions:

• Active practice, such as illustrating neuroscience concepts using BioRender, significantly impacts student learning.
• Content practice appears more critical for success than inherent visual-spatial skills or learning style preferences.
• This suggests pedagogical approaches emphasizing active visual creation can enhance learning for diverse student populations.