The Role of Spatial Ability in Mixed Reality Learning with the HoloLens

Autor/inn/en	Ho, Simon; Liu, Pu; Palombo, Daniela J.; Handy, Todd C.; Krebs, Claudia
Titel	The Role of Spatial Ability in Mixed Reality Learning with the HoloLens
Quelle	In: Anatomical Sciences Education, 15 (2022) 6, S.1074-1085 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2146
Schlagwörter	Spatial Ability; Brain Hemisphere Functions; Anatomy; Science Education; Neurological Organization; Learning Processes; Teaching Methods; Computer Simulation; Role + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Anatomie; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Rollen
Abstract	The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality ([beta] = 0.21, P = 0.003), but not when using a plastic model ([beta] = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01