Search results for author:"Farah Naaz"
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(2012) pp. 1–76
Visualizations in the form of computer-based learning environments are highly encouraged in science education, especially for teaching spatial material. Some spatial material, such as sectional neuroanatomy, is very challenging to learn. It involves ...
Journal of Educational Psychology Vol. 103, No. 1 (February 2011) pp. 19–31
A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a three-dimensional graphical model of the human brain and sections derived from the model, tools...
Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention
Cognition and Instruction Vol. 32, No. 1 (2014) pp. 44–64
A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic...
Anatomical Sciences Education Vol. 5, No. 2 (2012) pp. 63–75
This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with...
Anatomical Sciences Education Vol. 6, No. 1 (2013) pp. 11–18
The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy...
Advances in Health Sciences Education Vol. 19, No. 4 (October 2014) pp. 507–528
Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study...