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Effectiveness of three‐dimensional digital animation in teaching human anatomy in an authentic classroom context 
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下载免费PDF全文 Nady Hoyek Christian Collet Franck Di Rienzo Mickael De Almeida Aymeric Guillot 《Anatomical sciences education》2014,7(6):430-437
Three‐dimensional (3D) digital animations were used to teach the human musculoskeletal system to first year kinesiology students. The purpose of this study was to assess the effectiveness of this method by comparing two groups from two different academic years during two of their official required anatomy examinations (trunk and upper limb assessments). During the upper limb section, the teacher used two‐dimensional (2D) drawings embedded into PowerPoint® slides and 3D digital animations for the first group (2D group) and the second (3D group), respectively. The same 3D digital animations were used for both groups during the trunk section. The only difference between the two was the multimedia used to present the information during the upper limb section. The 2D group surprisingly outperformed the 3D group on the trunk assessment. On the upper limb assessment no difference in the scores on the overall anatomy examination was found. However, the 3D group outperformed the 2D group in questions requiring spatial ability. Data supported that 3D digital animations were effective instructional multimedia material tools in teaching human anatomy especially in recalling anatomical knowledge requiring spatial ability. The importance of evaluating the effectiveness of a new instructional material outside laboratory environment (e.g., after a complete semester and on official examinations) was discussed. Anat Sci Educ 7: 430–437. © 2014 American Association of Anatomists. 相似文献
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Nady Hoyek Stphane Champely Christian Collet Patrick Fargier Aymeric Guillot 《Learning and individual differences》2009,19(4):555-560
Temporal congruence between motor imagery and motor performance was evaluated in 30 elementary school children (7 and 8-year-olds) and 61 middle school children (11 and 12-year-olds), using the “Harre's Chase” obstacle-course [Harre, D. (1976). Trainingslehre. Berlin: Sportverlag]. It is made of successive elementary actions including running, rolling forward, changing direction, jumping and crawling. The children were requested to perform the obstacle-course both actually and mentally. Results showed that motor imagery duration was closer to that of actual execution in the middle school children group, as compared to elementary school children. We also found a gender difference, boys being more able than girls to reach the temporal congruency between imagined and physical times. Developmental factors, as well as gender differences in socio-cognitive traits, are discussed as the main factors explaining the development of the isochrony between actual and imagined movements. 相似文献
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