The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual-Spatial Abilities: A Double-Center Randomized Controlled Trial

Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude–treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs.     

Multiple predictors of self-concept in children

This study was designed to assess the relative contributions of selected personality characteristics, school achievement, intelligence, sex, and ethnic background to self-concept in a fourth-grade sample. Fifty-two percent of the variance was accounted for with ten variables contributing at statistically significant levels. Personality variables were found to be more predictive than achievement ability or demographic factors.     

The use of the developmental test of visual-motor integration as a group screening instrument

This article investigates teacher use of the Developmental Test of Visual Motor Integration (VMI) as a screening instrument with groups of young school-age children. Individual vs. group administrations of the VMI yielded comparable scores for kindergarten children. In addition, the scoring agreement between instructional staff (first-grade teachers and resource teachers in the area of Learning Disabilities) and a school psychology extern was investigated. Correlational data yielded only a fair degree of agreement (0.68 to 0.73); this finding coupled with the concerns of teachers regarding the clarity of scoring criteria statements argues for some refinement of the scoring system in order to improve consistency in scoring.     

Language Across a Curriculum of Teacher Training: an instance of course development

This paper describes the ways in which the relationship between teaching and learning in schools, and pupil and teacher language, are explored by students and staff in the different elements of a one‐year postgraduate initial training course for Secondary teachers. It deals with how the staff of a quite large department attempt to keep the theoretical and practical expressions of the topic together by monitoring the manner in which the elements of the whole course structure interact.     

The educational psychologist as instructional designer

Educational psychology, as an academic discipline, needs a model or paradigm for conceptualizing and solving educational problems. The systems approach to instructional design is proposed as a unifying process which was developed primarily by educational psychologists and has wide applicability in education. The use of the systems approach is advocated because (1) it provides a method for delivering effective service, (2) it incorporates many concepts presently familiar to educational psychologists and suggests other topics which should be of concern, (3) it suggests a wide array of research and evaluation problems, and (4) it provides an integrative framework for the design of graduate training programs. These four factors are discussed in detail.     

Juvenile picture books about the Holocaust: Extending the definitions of children’s literature

Despite a variety of definitions, children’s books and picture books generally adhere to certain conventions. Depicting the Holocaust in children’s books challenges these conventions. The authors review the Holocaust literature for children, paying special attention to two picture books: Let the Celebrations Begin! by Margaret Wild and Julie Vivas, and Rose Blanche by Roberto Innocenti and Christophe Gallaz. Their analysis leads them to conclude the books for children that deal with horrific events should be viewed as a category of their own. Virginia A. Walter is an assistant professor at the Graduate School of Library and Information Science at the University of California, Los Angeles. She has a Master of Library Science degree from the University of California, Berkeley, and a Ph.D. from the University of Southern California. Susan F. March is on the faculty of Kehillath Israel Religious School in Pacific Palisades, California. She has a Master of Arts in Education degree from the University of Judaism in Los Angeles and a Master of Library Science from UCLA.