The effect of autostereoscopic holograms on anatomical knowledge: a randomised trial
The effect of autostereoscopic holograms on anatomical knowledge: a randomised trial
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DOI：
10.1111/medu.13729
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发表时间：
2018-11-01
影响因子：
6
通讯作者：
Proctor, Michael
中科院分区：
文献类型：
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作者：
Hackett, Matthew;Proctor, Michael
背景三维（3-D）可视化在解剖学教育已被证明是广泛有益的学生。然而，有有限的研究相对疗效的3-D模式。本研究比较了自动立体3-D可视化（全息图），单视场3-D可视化（3-DPDF）和控制（2-D打印图像）之间的知识表现，脑力劳动和教学效率。护理学生参与者（n = 179）被随机分为三组：全息图（n = 60），3-DPDF（n = 60）和打印图像（n = 59）。参与者完成了预测试，然后使用解剖可视化进行自学。之后，参与者完成了NASA任务负荷指数结果后测结果显示，被试在使用全息图的情况下进行学习（中位数= 80.0，四分位距[IQR] = 66.7-86.7）在心脏解剖知识方面的表现明显优于使用3-DPDF的参与者（中位数= 66.7，IQR = 53.3-80.0，p = 0.008）或打印图像（中位数= 66.7，IQR = 53.3-80.0，p = 0.007）。心理努力得分，从1到20，显示全息图（平均值= 4.9，标准差[SD] = 3.56）和3-DPDF参与者（平均值= 4.9，SD = 3.79）报告的认知负荷显著低于印刷图像（平均值= 7.5，SD = 4.9，p < 0.005）。全息图的教学效率（E）（E = 0.35）显著高于打印图像（E =-0.36，p < 0.001），但不显著高于3-DPDF（E = 0.03，p = 0.097）。结论使用全息图的参与者表现出比打印图像和单视场3-DPDF模型显著的知识提高，暗示来自全息可视化的附加深度线索在理解空间解剖学方面提供益处。心理努力分数和全息图的教学效率表明全息图是一种认知有效的教学媒体。这些发现强调了进一步研究新型3D技术和学习性能的必要性。
CONTEXT Three-dimensional (3-D) visualisation in anatomical education has been shown to be broadly beneficial for students. However, there is limited research on the relative efficacy of 3-D modalities. This study compares knowledge performance, mental effort and instructional efficiency between autostereoscopic 3-D visualisation (holograms), monoscopic 3-D visualisation (3-DPDFs) and a control (2-D printed images).METHODS A cardiac anatomy model was used to generate holograms, 3-DPDFs and 2-D printed images. Nursing student participants (n = 179) were randomised into three groups: holograms (n = 60), 3-DPDFs (n = 60) and printed images (n = 59). Participants completed a pre-test followed by a self-study period using the anatomical visualisation. Afterwards, participants completed the NASA-Task Load Index (NASA-TLX) cognitive load instrument and a knowledge post-test.RESULTS Post-test results showed participants studying with holograms (median = 80.0, interquartile range [IQR] = 66.7-86.7) performed significantly better regarding cardiac anatomy knowledge than participants using 3-DPDF (median = 66.7, IQR = 53.3-80.0, p = 0.008) or printed images (median = 66.7, IQR = 53.3-80.0, p = 0.007). Mental effort scores, on a scale from 1 to 20, showed hologram (mean = 4.9, standard deviation [SD] = 3.56) and 3-DPDF participants (mean = 4.9, SD = 3.79) reported significantly lower cognitive load than printed images (mean = 7.5, SD = 4.9, p < 0.005). Instructional efficiency (E) of holograms (E = 0.35) was significantly higher than printed images (E = -0.36, p < 0.001), although not significantly higher than 3-DPDF (E = 0.03, p = 0.097).CONCLUSIONS Participants using holograms demonstrated significant knowledge improvement over printed images and monoscopic 3-DPDF models, suggesting additional depth cues from holographic visualisation provide benefit in understanding spatial anatomy. Mental effort scores and instructional efficiency of holograms indicate holograms are a cognitively efficient instructional medium. These findings highlight the need for further study of novel 3-D technologies and learning performance.