![](bg3.png)
Figure 2: Anatomy examination scores. MR training group
(in red) had better results on the anatomy questions
requiring MR ability (right histogram).
Study 3
Unexpectedly no significant results were found
between the 3 groups on the post-test scores.
Consequently, using 3D visual tools was not
beneficial in this particular experimental design.
4 DISCUSSION
The correlations found in study 1 underscore the
advantage of students with high spatial abilities.
Such abilities could therefore be considered reliable
forecasters of success in acquiring human anatomy
knowledge. Furthermore, such predictive tests could
affect technical skills learning and training in
various scientific (e.g. architecture and design) and
medical disciplines, and help to identify students
who might need supplementary teaching modules.
Study 2 extended these results. Participants became
more accurate in solving the VMRT after practice
explaining a positive transfer of spatial reasoning.
Furthermore, after MR training, participants may
improve their ability to learn anatomical knowledge
by increasing their ability to make the anatomical
structures rotating. These results emphasize the
argument that spatial ability training as well as using
3D technologies may help student in various
scientific and medical disciplines. However the
unexpected results of study 3 are probably due to the
method. We argue that 2 hours are insufficient to
master 3D tools and then to acquire new anatomical
knowledge. In a future study we will evaluate the
effects of using 3D instructional tools over a hall
teaching semester.
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