The Impact of Stereoscopic Imagery and Motion on Anatomical Structure Recognition and Visual Attention Performance

Autor/inn/en	Remmele, Martin; Schmidt, Elena; Lingenfelder, Melissa; Martens, Andreas
Titel	The Impact of Stereoscopic Imagery and Motion on Anatomical Structure Recognition and Visual Attention Performance
Quelle	In: Anatomical Sciences Education, 11 (2018) 1, S.15-24 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Remmele, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1704
Schlagwörter	Anatomy; Visualization; Computer Simulation; Motion; Attention; Science Education; Technology Uses in Education; Preservice Teachers; Spatial Ability; Hearing (Physiology); Cognitive Processes + Suchen Sie Ihr Suchwort? Anatomie; Visualisation; Visualisierung; Computergrafik; Computersimulation; Bewegungsablauf; Aufmerksamkeit; Naturwissenschaftliche Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Räumliches Vorstellungsvermögen; Gehör; Hören; Cognitive process; Kognitiver Prozess
Abstract	Gross anatomy is located in a three-dimensional space. Visualizing aspects of structures in gross anatomy education should aim to provide information that best resembles their original spatial proportions. Stereoscopic three-dimensional imagery might offer possibilities to implement this aim, though some research has revealed potential impairments that may result from observing stereoscopic visualizations, such as discomfort. However, possible impairments of working memory such as decreased visual attention performance due to applying this technology in gross anatomy education have not yet been investigated. Similarly, in gross anatomy education the impact of stereoscopic imagery on learners' recognition of anatomical-spatial relationships and the impact of different presentation formats have only been investigated in a small number of studies. In this study, the performance of 171 teacher trainees working on the anatomy of hearing was examined, either with non-stereoscopic or stereoscopic imagery. Static and dynamic picture presentations were applied. Overall, benefits for stereoscopic imagery on estimating anatomical-spatial relations were found. The performance on a visual attention test indicates that the impact of stereoscopic visualizations on the human cognitive system varies more from person to person compared to non-stereoscopic visualizations. In addition, combinations of temporarily moving pictures and stereoscopic imagery lead to decreased visual attention performance compared to combinations of moving pictures and non-stereoscopic imagery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01