Using microscope image-based computer generated 3D animations in teaching physiology

Introduction: Conventional methods of teaching physiology may not stimulate students experienced in high performance 3D graphics and virtual worlds. Should we make more use of Computer Generated Images (CGI) in teaching difficult (threshold) concepts? Existing animations of physiological processes are mostly artist’s impressions. Using sophisticated microscopes, 3D models of tissue and cellular structure can be built which are accurate to within 0.3μm. These can be used as ‘scenes’ for 3D-animations, thus generating a potentially powerful teaching aid. The challenge is to make better use of our huge archive of 3D image (research) data and incorporate it, as 3D animations, within our teaching. However, for 3D-animations to facilitate learning, care must be taken in their construction and design, to focus on the intended learning outcomes, and to avoid generating or reinforcing misconceptions. In this study we have considered multi-level learning (Johnstone 1991) and cognitive load (Pass et al. 2003) as crucial components in the animation design process. In this first stage, we have assessed the 3D spatial ability of a group of Life Science (University of Glasgow, GU) and Medical Visualisation (Digital Design Studio, DDS) students and aim to use the results to guide the cognitive loading of complex 3D animations . Here we present the progress of the 1st two stages of the project; animation design and cognitive testing.