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Relationship Between Digital Anatomy Use and Students’ Understanding of Spatial Relationships

Abstract

The study examines the relationship between digital anatomy use and students’ understanding of spatial relationships, with emphasis on how exposure to digital anatomical resources may influence students’ ability to visualize and interpret the positions and relationships between anatomical structures. Digital anatomy resources may include three-dimensional models, interactive anatomy applications, digital atlases, animations, and other computer-based learning tools. These resources provide opportunities for students to rotate, enlarge, isolate, and examine anatomical structures from different perspectives, which may support their understanding of complex spatial arrangements. The study will assess students’ use of digital anatomy resources and their understanding of anatomical spatial relationships. The specific objectives will include determining the frequency and pattern of students’ use of digital anatomy resources, assessing students’ ability to interpret spatial relationships between anatomical structures, examining the relationship between digital anatomy use and spatial understanding, and identifying anatomical regions or structural relationships that remain difficult for students despite the use of digital resources. The study will also assess students’ ability to recognize anatomical orientation and relationships from different visual perspectives. A cross-sectional descriptive research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire on digital anatomy use and a standardized assessment of students’ understanding of spatial relationships involving anatomical diagrams, three-dimensional representations, or practical and image-based tasks. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while an appropriate correlation or inferential statistical test will be applied to determine the relationship between digital anatomy use and students’ spatial understanding. The study is expected to reveal a positive relationship between appropriate digital anatomy use and students’ understanding of anatomical spatial relationships. Students who use digital anatomy resources regularly may demonstrate better ability to visualize structures in three dimensions, interpret their relative positions, and understand anatomical relationships from different orientations. However, complex regions containing numerous closely related structures, deep anatomical features, or unfamiliar perspectives may remain challenging for some students. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in undergraduate anatomy teaching. The study may provide useful evidence on the contribution of digital anatomy resources to the development of students’ spatial understanding and may support the appropriate integration of digital learning tools into anatomy education. The findings may also encourage the combined use of digital resources with anatomical specimens, models, diagrams, and other practical learning approaches. The study will conclude by determining the relationship between digital anatomy use and students’ understanding of spatial relationships among the study population. It is recommended that digital anatomy resources should be appropriately integrated into anatomy teaching and revision, particularly for topics involving complex three-dimensional structural relationships. Further studies involving larger and more diverse student populations are recommended to provide broader evidence on the effectiveness of digital anatomy resources in developing spatial understanding and practical anatomy skills.

Keywords: Digital anatomy use, spatial relationships, anatomy education, undergraduate students, digital anatomy resources, three-dimensional anatomy, spatial understanding, anatomical visualization, anatomical structures, digital learning, anatomy learning, anatomical orientation, interactive anatomy, anatomy assessment, medical education.