The Role of Gestures in Mental Animation

We examined the use of hand gestures while people solved spatial reasoning problems in which they had to infer how components of a mechanical device will move from a static diagram of the device (mental animation problems). In Experiment 1, participants were asked to think aloud while solving mental animation problems. They gestured on more than 90% of problems, and most gestures expressed information about the component motions that was not stated in words. Two further experiments examined whether the gestures functioned in the mechanical inference process, or whether they merely served functions of expressing or communicating the results of this process. In these experiments, we examined the effects of instructions to think aloud, restricting participants' hand motions, and secondary tasks on mental animation performance. Although participants who were instructed to think aloud gestured more than control groups, some gestures occurred even in control conditions. A concurrent spatial tapping task impaired performance on mechanical reasoning, whereas a simple tapping task and restricting hand motions did not. These results indicate that gestures are a natural way of expressing the results of mental animation processes and suggest that spatial working memory and premotor representations are involved in mental animation. They provide no direct evidence that gestures are functional in the thought process itself, but do not rule out a role for overt gestures in this type of spatial thinking

Interactive 3D Digital Models for Anatomy and Medical Education

This chapter explores the creation and use of interactive, three-dimensional (3D), digital models for anatomy and medical education. Firstly, it looks back over the history and development of virtual 3D anatomy resources before outlining some of the current means of their creation; including photogrammetry, CT and surface scanning, and digital modelling, outlining advantages and disadvantages for each. Various means of distribution are explored, including; virtual learning environments, websites, interactive PDF’s, virtual and augmented reality, bespoke applications, and 3D printing, with a particular focus on the level of interactivity each method offers. Finally, and perhaps most importantly, the use of such models for education is discussed. Questions addressed include; How can such models best be used to enhance student learning? How can they be used in the classroom? How can they be used for selfdirected study? As well as exploring if they could one day replace human specimens, and how they complement the rise of online and e-learning

The Impact of Interactivity on Simulation-Based Science Inquiry with Variable-Setting Controls

The current study investigated how interactivity of simulation controls affects data collection in science inquiry. A chemistry simulation was designed to allow either low or high interactivity in setting experimental variables. Adult participants were randomly assigned to one of the interactivity conditions and solved a series of assessment items. The results from the first item indicated that the highly interactive controls posed challenges in conducting a thorough investigation. Performance in the last item which is a repetition of the first item suggested that the participants were able to overcome the initial challenges over the course of their investigations. The results provide implications for designing educational simulations for learning and assessment

Spatial ability, experience, and skill in laparoscopic surgery

Background: Previous research showing correlations between spatial ability and surgical skills has used participants in relatively early stages of training. Research in skill acquisition has shown that the role of cognitive abilities can diminish as skills become increasingly automatic. In this study, we explored the role of spatial ability in laparoscopic surgical skills in two groups, one experienced and the other relatively inexperienced. Methods: Subjects were recruited from two videoscopic courses: an advanced course for experienced surgeons and a laparoscopic urological surgery course attended by participants with relatively little laparoscopic experience. Three measures were obtained: spatial abilities, videoscopic experience, and operative skills. Results: A significant correlation (r � 0.393) was found between spatial ability and skills in the lower experience group but not among the experienced surgeons (r � 0.020). Conclusions: The results are consistent with the prediction that the importance of spatial ability in performance of laparoscopic skills should diminish with experience. © 2004 Excerpta Medica, Inc. All rights reserved