地图上的地标定位:用于识别可能受益于使用虚拟现实学习粗解剖学的学生的空间能力的替代措施
Jason F Martin1, Andrea Linton2, Gwendolyn Rose Svenson1
1Department of Biomedical Sciences, Colorado State University College of Veterinary Medicine and Biomedical Sciences, 1680 Campus Delivery, Fort Collins, CO 80523 USA.
Journal of veterinary medical education
|November 6, 2024
概括
空间能力影响学习与虚拟解剖工具. 单镜资源适合具有高空间能力的学习者,而立体虚拟现实适合具有较低空间能力的学习者,帮助教师选择资源.
科学领域:
- 解剖学教育 解剖学教育
- 医疗教育 技术 技术 医学教育
- 在学习学习中的认知科学.
背景情况:
- 使用虚拟解剖工具的空间能力和学习结果之间的关系是不一致的.
- 对于教育工作者来说,了解这种关系至关重要,以便为不同的学生群体选择合适的数字资源.
- 视觉空间能力是有效利用解剖学学习技术的关键因素.
研究的目的:
- 根据学生的视觉空间能力,评估不同虚拟解剖资源的有效性.
- 在解剖教育的背景下,确定适合测量空间能力的测试.
- 确定不同虚拟现实 (VR) 和非VR工具如何影响学习成果.
主要方法:
- 通过心理旋转任务 (MRT) 和地图上的地标位置 (LPM) 测试,比较了96名学生的视觉空间能力.
- 从实验解剖课程中评估学习成果,使用单镜 (例如可旋转的3D) 和立体镜 (VR) 虚拟资源.
- 空间能力得分与实验测试和本科解剖课程考试的表现相关联.
主要成果:
- 在MRT得分和VR资源的学习成果之间观察到负相关性.
- 在MRT得分和单体资源的学习成果之间发现了正相关性.
- LPM测试显示了识别从VR中受益的学习者的潜力;单镜资源最能支持高空间能力,而立体资源最能支持低空间能力.
结论:
- 空间能力是使用虚拟解剖工具学习的重要因素,但这种关系因资源类型而异.
- 地图上的地标位置 (LPM) 测试可能是预测虚拟现实解剖学习成功的有用工具.
- 在选择单镜和立体虚拟解剖资源时,教育工作者应考虑学生的视觉空间能力,以优化所有学生的学习.
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