Learning with interactive computer graphics in the undergraduate neuroscience classroom.
Learning with interactive computer graphics in the undergraduate neuroscience classroom.
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在本科生神经科学课堂上使用交互式计算机图形学进行学习。
DOI：
10.1007/s10459-013-9483-3
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Sephton,SandraE
中科院分区：
文献类型：
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作者：
Pani,JohnR;Chariker,JuliaH;Naaz,Farah;Mattingly,William;Roberts,Joshua;Sephton,SandraE
神经解剖学的教学依赖于图形表示和扩展的自学。因此，以计算机为基础的学习环境，包括互动图形应促进这方面的教学。本研究评估了这样一个系统在本科神经科学课堂。该系统使用自适应探索方法，其中高保真图形环境中的探索与重复学习周期中的即时测试和反馈相结合。这项研究的结果是，学生认为图形化的学习环境是上级典型的课堂材料用于学习神经解剖学。学生管理的频率和持续时间的研究，测试，并在一个有效的和自适应的方式反馈。例如，在达到90%正确的最小测试性能之前进行的测试数量非常接近在更严格的实验研究中看到的值。有一个广泛的学生意见之间的选择更简单和更生动的程序学习断面解剖学。课程结果是通过使用软件的个体差异来预测的，这些软件反映了学生的一般工作习惯，例如用于测试的时间。这种引入课堂的结果是非常令人鼓舞的发展，以计算机为基础的教学在生物医学学科。
Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method ofadaptive exploration, in which exploration in a high fidelity graphical environment is integrated with immediate testing and feedback in repeated cycles of learning. The results of this study were that students considered the graphical learning environment to be superior to typical classroom materials used for learning neuroanatomy. Students managed the frequency and duration of study, test, and feedback in an efficient and adaptive manner. For example, the number of tests taken before reaching a minimum test performance of 90 % correct closely approximated the values seen in more regimented experimental studies. There was a wide range of student opinion regarding the choice between a simpler and a more graphically compelling program for learning sectional anatomy. Course outcomes were predicted by individual differences in the use of the software that reflected general work habits of the students, such as the amount of time committed to testing. The results of this introduction into the classroom are highly encouraging for development of computer-based instruction in biomedical disciplines.