Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

M.K. Khalil*, G.W.C. Paas, T.E. Johnson, A.F. Payer

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    In improving the teaching and learning of anatomical sciences, empirical research is needed to develop a set of guiding principles that facilitate the design and development of effective dynamic visualizations. Based on cognitive load theory (CLT), effective learning from dynamic visualizations requires the alignment of instructional conditions with the cognitive architecture of learners and their levels of expertise. By improving the effectiveness and efficiency of dynamic visualizations, students will be able to be more successful in retaining visual information that mediates their understanding of complex and difficult aspects of anatomy. This theoretical paper presents instructional strategies generated by CLT and provides examples of some instructional implications of CLT on the design of dynamic visualizations for teaching and learning of anatomy.
    Original languageEnglish
    Pages (from-to)15-20
    Number of pages6
    JournalThe Anatomical Record: advances in integrative anatomy and evolutionary biology
    Volume286B
    Issue number1
    DOIs
    Publication statusPublished - 21 Sep 2005

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