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Advances in Human-Computer InteractionVolume 2011 2011, Article ID 965342, 6 pages

Research Article

Department of Technical Medicine, Faculty of Science and Technology, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands

Department of Cognitive Psychology and Ergonomics, Faculty of Behavioral Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands

Received 20 September 2010; Revised 27 February 2011; Accepted 14 March 2011

Academic Editor: Arun Kumar Tripathi

Copyright © 2011 Jan-Maarten Luursema and Willem B. Verwey. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Virtual Learning Environments are increasingly becoming part of the medical curriculum. In a previous study we luursema et al., 2006 found that a combination of computer-implemented stereopsis visual depth through seeing with both eyes and dynamic exploration being able to continuously change one-s viewpoint relative to the studied objects in real time is beneficial to anatomical learning, especially for subjects of low visuo spatial ability the ability to form, retrieve, and manipulate mental representations of a visuo-spatial nature. A follow-up study luursema et al., 2008 found the contribution of computer-implemented stereopsis to this effect to be small but significant. The present experiment investigated the contribution of dynamic exploration to anatomical learning by means of a virtual learning environment. Seventy participants were tested for visuo-spatial ability and were grouped in pairs matched for this ability. One individual of the pair actively manipulated a 3D reconstruction of the human abdomen; the other individual passively watched the interactions of the first individual on a separate screen. Learning was assessed by two anatomical learning tests. Dynamic exploration provided a small but significant benefit to anatomical learning.

Autor: Jan-Maarten Luursema and Willem B. Verwey



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