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Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment.pdf

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Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment.pdf

Computers Education 106 (2017) 150e165 Contents lists available at ScienceDirect Computers Education journal homepage: /locate/compedu Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment Susan Jang a, Jonathan M. Vitale b, *, Robert W. Jyung c, John B. Black d a 436 Grace Dodge Hall, Department of Human Development, Teachers College, Columbia University, New York, NY 10027 United States b 4407 Tolman Hall, Graduate School of Education University of California Berkeley, California 94720, United States c 90 Bergen Street, Department of Otolaryngology, Rutgers New Jersey Medical School, Newark, NJ, 07101, United States d 551b Grace Dodge Hall, Department of Human Development, Teachers College, Columbia University, New York, NY 10027, United States article info Article history: Received 14 July 2016 Received in revised form 1 December 2016 Accepted 15 December 2016 Available online 19 December 2016 Keywords: Virtual reality Embodied cognition Medical education Direct manipulation Spatial ability abstract With the advancement of virtual reality (VR) technologies, medical students may now study complex anatomical structures in three-dimensional (3-D) virtual environments, without relying solely upon high cost, unsustainable cadavers or animal models. When coupled with a haptic input device, these systems support direct manipulation and exploration of the anatomical structures. Yet, prior studies provide inconclusive support for direct manipulation beyond passive viewing in virtual environments. In some cases, exposure to an “optimal view” appears to be the main source of learning gains, regardless of participants’ control of the system. In other cases, direct manipulation provides bene?ts beyond passive viewing. To address this issue, we compared medical students who either directly manipulated a virtual anatomical structure (inner ear) or passively viewed an interaction in a stereoscopic, 3-D enviro