Effect of binocular disparity on learning anatomy with stereoscopic augmented reality visualization: A double center randomized controlled trial

Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η² = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment.     

Organizational change in the Medical Library Association: evolution of the continuing education program

"Change" is a critical dimension of contemporary experience. Library associations are not exempt, and they change in ways similar to other organizations. According to some authorities, four phases typify the process: diagnosis, design, implementation, and incorporation. Focusing on changes in the Medical Library Association's longstanding program of continuing education, the authors utilize the "phase framework" to chart that association's movement from a management system depending primarily upon volunteers to one in which professional staff figure prominently. The historical review serves a heuristic purpose for individuals and institutions in identifying characteristic features of the change process.     

The brachistochrone

The brachistochrone problem posed by Bernoulli and its solution highlights one of the most famous experiments in physics which illustrates the variational principle. This pedagogical study is designed to ignite a classroom discussion on the variational problem. We overview the Euler–Lagrange formalism of the variational principle and obtain the solution to the brachistochrone problem. We demonstrate the success of the variational method using brachistochrone models which were fabricated specially for this purpose.     

The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR ² = .11–.31) in comprehension as compared to spelling (ΔR ² = .01–.09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.     

One bottle too many? Method of testing determines the detection of overshadowing and retention of taste aversions

A two-bottle testing method generally is regarded as a more sensitive measure of taste aversions than a one-bottle test. The current research compared the sensitivity of one-bottle and two-bottle tests in the detection of taste aversions. Specifically, the experiments were designed to detect both overshadowing (single- vs. compound-element conditioning) and retention interval (5 days vs. 1 day) effects. The groups tested with the one-bottle method evidenced both significant overshadowing and stronger aversions at 5-day retention intervals. On the other hand, the differences on these measures were not significant with the two-bottle tests. It is suggested that the efficacy of the two-bottle test be re-evaluated since it may obscure between-group differences in aversion strength.     

Credibility and persuasion: A sociopsychological approach to changing the attitudes toward energy conservation of preservice elementary school science teachers

Tested was the effect of two persuasive messages presented by a credible communicator on the attitudes toward energy conservation of 180 preservice elementary teachers. The study asked the following questions: (1) Can attitudes toward energy conservation be positively changed with a brief, belief-laden communication? (2) Do positive attitude gains between pre- and post-tests, if any, dissipate within three weeks following the treatment? (3) Do the integrated and the nonintegrated communications affect energy attitudes of three subgroups (abstract, concrete differentiator and concrete thinkers) of the sample differently? The important finding was that both experimental treatments, integrated and nonintegrated, were equally effective and significantly more effective in attitude change than the control. Secondly, the finding that neither experimental treatment dissipated in effect, at least for three weeks, suggests some duration of brief treatment periods. And finally, the attitude changes are as likely to occur when concrete differentiators are presented with a nonintegrated as an integrated treatment, but abstract thinkers exposed to the integrated treatment and concrete thinkers exposed to the nonintegrated treatment sustain a changed attitude to a greater degree than other combinations of treatment and cognitive processing styles.     

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.