Ngân Nguyễn

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Papers by Ngân Nguyễn

Visuospatial anatomy comprehension: The role of spatial visualization ability and problem-solving strategies

Anatomical sciences education

The present study explored the problem-solving strategies of high- and low-spatial visualization ... more The present study explored the problem-solving strategies of high- and low-spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among learners beyond the classification of spatial visualization ability alone, and help elucidate what, if anything, high- and low-spatial visualization ability learners do differently while solving spatial anatomy task problems. Forty-two students completed a standardized measure of spatial visualization ability, a novel spatial anatomy task, and a questionnaire involving personal self-analysis of the processes and strategies used while performing the spatial anatomy task. Strategy reports revealed that there were different ways students approached answering the spatial anatomy task problems. However, chi-square test analyses established that di...

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Computer visualizations: Factors that influence spatial anatomy comprehension

Anatomical Sciences Education, 2012

Computer visualizations are increasingly common in education across a range of subject discipline... more Computer visualizations are increasingly common in education across a range of subject disciplines, including anatomy. Despite optimism about their educational potential, students sometime have difficulty learning from these visualizations. The purpose of this study was to explore a range of factors that influence spatial anatomy comprehension before and after instruction with different computer visualizations. Three major factors were considered: (1) visualization ability (VZ) of learners, (2) dynamism of the visual display, and (3) interactivity of the system. Participants (N = 60) of differing VZs (high, low) studied a group of anatomical structures in one of three visual conditions (control, static, dynamic) and one of two interactive conditions (interactive, non‐interactive). Before and after the study phase, participants' comprehension of spatial anatomical information was assessed using a multiple‐choice spatial anatomy task (SAT) involving the mental rotation of the anatomical structures, identification of the structures in 2D cross‐sections, and localization of planes corresponding to given cross‐sections. Results indicate that VZ had a positive influence on SAT performance but instruction with different computer visualizations could modulate the effect of VZ on task performance. Anat Sci Educ. © 2012 American Association of Anatomists.