Abstract:

Spatial visualization (Vz) refers to an individual’s ability to construct and manipulate mental representations in two- and three-dimensions. Research shows that Vz is a significant predictor of success in learning spatial anatomy, and that Vz can be improved through training with videogames, such as Tetris. However, there is currently no data to suggest that improvement in Vz through videogame training translates to improvement in anatomy comprehension. This study examines the relationship between Vz, videogame training, and spatial anatomy comprehension. It was hypothesized that training with Tetris would improve both Vz and spatial anatomy comprehension.

Participants were undergraduate and graduate students enrolled in an anatomy course at Western University. All participants completed a demographic survey outlining prior videogame experience and frequency of videogame use. Baseline level of Vz and spatial anatomy comprehension were assessed with the standardized Mental Rotations Test (MRT) and the Spatial Anatomy Task (SAT), respectively. Participants were semi-randomized into either a Training or Control group, with equal numbers of low- and high-Vz individuals in each group. Participants in the Training group were exposed to five 1-hour sessions (Experiment 1) or five 15-minute sessions (Experiment 2) of Tetris training over 5 consecutive days. One week after initial testing, all participants performed the MRT and SAT again and performance was compared to that at baseline. Contrary to our hypothesis, results showed that short-duration Tetris training (either 1hr/day or 15min/day for 5 consecutive days) does not significantly improve Vz or spatial anatomy comprehension compared to repeat testing with the MRT and SAT. These results challenge the literature, which claims that Tetris training can significantly improve Vz and should thus benefit spatial anatomy task performance. Increased training time with task-specific stimuli may show greater transfer effects to spatial anatomy performance, for all levels of Vz ability. Future studies should examine the effects of long-term spatial training with 3-Dimensional anatomically-oriented structures, in order to maximally benefit students studying gross anatomy.

Keywords:

Spatial visualization, anatomy, video game training, spatial learning.