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Effect of Interactive Anatomy Models on Students’ Spatial Understanding of Human Anatomy

Abstract

The study assesses the effect of interactive anatomy models on students’ spatial understanding of human anatomy. Interactive anatomy models provide students with opportunities to manipulate, rotate, isolate, and examine anatomical structures from different perspectives. Such learning resources may support students’ understanding of the position, orientation, depth, and relationships of structures within the human body and may complement conventional anatomy teaching methods. The study will assess the effect of interactive anatomy models on students’ spatial understanding of human anatomy. The specific objectives will include determining students’ spatial understanding of anatomical structures before exposure to interactive models, assessing their spatial understanding after the intervention, evaluating their ability to interpret the relative positions and relationships of anatomical structures, and assessing students’ perceptions of interactive anatomy models as a learning resource. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and assigned to relevant study groups where applicable. Data will be collected using a structured spatial anatomy assessment administered before and after exposure to interactive anatomy models, together with an appropriately structured questionnaire for assessing students’ perceptions of the learning resource. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, with appropriate comparative inferential tests applied where necessary. The study is expected to show differences in students’ spatial understanding of human anatomy following exposure to interactive anatomy models. Students may demonstrate improved ability to visualize three-dimensional structures, recognize anatomical orientations, interpret depth, and understand the relationships between structures located within the same anatomical region. Variations may also be observed in students’ perceptions of the accessibility, clarity, ease of manipulation, and usefulness of interactive models for understanding complex anatomical relationships. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum developers, and institutions involved in health sciences education. The study may provide information on the potential contribution of interactive models to spatial anatomy learning and identify areas where digital or manipulable anatomical resources can complement conventional diagrams, specimens, and practical demonstrations. It may also support the development of anatomy teaching approaches that provide students with greater opportunities for three-dimensional exploration. The study will conclude by assessing the effect of interactive anatomy models on students’ spatial understanding of human anatomy and determining their potential contribution to anatomy learning. It is recommended that interactive anatomy models should be appropriately integrated into anatomy instruction alongside conventional teaching and practical resources where available. Further studies involving larger and more diverse student populations and different types of interactive anatomy models are also recommended.

Keywords: Interactive anatomy models, spatial understanding, human anatomy, anatomy education, undergraduate students, three-dimensional anatomy, anatomical visualization, spatial relationships, anatomical orientation, anatomy learning, interactive learning, anatomical structures, anatomy teaching, practical anatomy, medical education.