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Instructional Design of Virtual Learning Resources for Anatomy Education

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Biomedical Visualisation

Part of the book series: Advances in Experimental Medicine and Biology ((AEMB,volume 1317))

Abstract

Virtual learning resources (VLRs) developed using immersive technologies like virtual reality are becoming popular in medical education, particularly in anatomy. However, if VLRs are going to be more widely adopted, it is important that they are designed appropriately. The overarching aim of this study was to propose guidelines for the instructional design of VLRs for anatomy education. More specifically, the study grounded these guidelines within cognitive learning theories through an investigation of the cognitive load imposed by VLRs. This included a comparison of stereoscopic and desktop VLR deliveries and an evaluation of the impact of prior knowledge and university experience. Participants were voluntarily recruited to experience stereoscopic and desktop deliveries of a skull anatomy VLR (UNSW Sydney Ethics #HC16592). A MyndBand® electroencephalography (EEG) headset was used to collect brainwave data and theta power was used as an objective cognitive load measure. The National Aeronautics and Space Administration task load index (NASA-TLX) was used to collect perceptions as a subjective measure. Both objective and subjective cognitive load measures were higher overall for the stereoscopic delivery and for participants with prior knowledge, and significantly higher for junior students (P = 0.038). Based on this study’s results, those of several of our previous studies and the literature, various factors are important to consider in VLR design. These include delivery modality, their application to collaborative learning, physical fidelity, prior knowledge and prior university experience. Overall, the guidelines proposed based on these factors suggest that VLR design should be learner-centred and aim to reduce extraneous cognitive load.

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Acknowledgements

The authors would like to thank various teams across UNSW Sydney for their assistance in the development and delivery of the VLRs used in this study and our previous studies: for their assistance with the skull VLR in this study, thank you to Alex Ong, Nicola Best and Andrew Yip from the iCinema Centre for Interactive Cinema Research; and for their assistance with the VLRs in our previous studies, thank you to Tomasz Bednarz, Robert Lawther, Dominic Branchaud and Daniel Filonik from the Expanded Perception & Interaction Centre (EPICentre), and Luis (Carlos) Dominguez and Kaveh Tabar Heydar from the Immersive Technologies Educational Design and Development group. Thank you also to Xueqing (Sherry) Lu from the Immersive Technologies group for assisting with the EEG data collection in this study, and to Zhixin Liu from the Stats Central unit in the UNSW Sydney Mark Wainwright Analytical Centre for assisting with the statistical analysis in this study. The authors would like to acknowledge those whose generous donations make possible the use of cadaveric specimens for teaching and research, particularly the donors of the specimens that were used to develop the virtual models for the VLRs in this study and our previous studies. Aspects of this work have been presented at the 2019 ANZACA conference held in Perth, WA, Australia from December 4–6. Nicolette Birbara’s doctoral studies are supported through an Australian Government Research Training Program Scholarship.

Author information

Authors and Affiliations

  1. Department of Anatomy, School of Medical Sciences, Faculty of Medicine, UNSW Sydney, Sydney, NSW, Australia

    Nicolette S. Birbara & Nalini Pather

Authors
  1. Nicolette S. Birbara
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  2. Nalini Pather
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Corresponding author

Correspondence to Nalini Pather .

Editor information

Editors and Affiliations

  1. School of Life Sciences, University of Glasgow, Glasgow, UK

    Paul M. Rea

Appendices

Supplementary Material

Table 5.S1 National Aeronautics and Space Administration task load index (NASA-TLX) rating scale descriptions
Full size table

Appendix: National Aeronautics and Space Administration Task Load Index (NASA-TLX)

5.1.1 Sources of Workload

For each of the following pairs of rating scale titles, select the MORE IMPORTANT contributor to your experience of workload in the VR experience.

  • Effort or performance?

    • Effort

    • Performance

  • Temporal demand or effort?

    • Temporal demand

    • Effort

  • Performance or frustration?

    • Performance

    • Frustration

  • Physical demand or performance?

    • Physical demand

    • Performance

  • Temporal demand or frustration?

    • Temporal demand

    • Frustration

  • Physical demand or frustration?

    • Physical demand

    • Frustration

  • Physical demand or temporal demand?

    • Physical demand

    • Temporal demand

  • Temporal demand or mental demand?

    • Temporal demand

    • Mental demand

  • Frustration or effort?

    • Frustration

    • Effort

  • Performance or temporal demand?

    • Performance

    • Temporal demand

  • Mental demand or physical demand?

    • Mental demand

    • Physical demand

  • Frustration or mental demand?

    • Frustration

    • Mental demand

  • Performance or mental demand?

    • Performance

    • Mental demand

  • Mental demand or effort?

    • Mental demand

    • Effort

  • Effort or physical demand?

    • Effort

    • Physical demand

5.1.2 Rating Scales

For each of the following factors influencing your workload, select the point on the scale that best matches your VR experience.

NOTE: the “Performance” scale goes from “good” on the left to “poor” on the right, while all other scales go from “very low” on the left to “very high” on the right.

Mental Demand

  • How mentally demanding was the task?

figure a

Physical Demand

  • How physically demanding was the task?

figure b

Temporal Demand

  • How hurried or rushed was the pace of the task?

figure c

Performance

  • How successful were you in accomplishing what you were asked to do?

figure d

Effort

  • How hard did you have to work to accomplish your level of performance?

figure e

Frustration

  • How insecure, discouraged, irritated, stressed and annoyed were you?

figure f

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Birbara, N.S., Pather, N. (2021). Instructional Design of Virtual Learning Resources for Anatomy Education. In: Rea, P.M. (eds) Biomedical Visualisation. Advances in Experimental Medicine and Biology, vol 1317. Springer, Cham. https://doi.org/10.1007/978-3-030-61125-5_5

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