Visuospatial ability and neuroanatomy learning in health profession education – A scoping review

Document Type

Article

Publication Title

Translational Research in Anatomy

Abstract

Background: Neuroanatomy requires learners to interpret and mentally manipulate complex three-dimensional (3D) structures, making visuospatial ability (VSA) a critical factor for success. In recent years, educational technologies have emerged as promising tools to support spatial learning. However, the extent to which these technologies can enhance or compensate for learners' spatial skills remains unclear. Objective: This scoping review aimed to explore how various educational technologies impact the development or support of visuospatial ability in neuroanatomy education and to identify the assessment tools used to measure spatial ability across different studies. Methods: A systematic search was conducted across PubMed, Scopus, CINAHL, Cochrane library, and Embase databases to identify studies that investigated the relationship between educational technology, spatial ability, and neuroanatomy learning. Included studies were analyzed for participant demographics, technology used, spatial ability assessment tools, and reported effects on VSA and learning outcomes. Results: Ten studies met the inclusion criteria, employing diverse technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), interactive 3D modules, and volumetric imaging tools. Most studies used standardized psychometric tools like the Mental Rotations Test (MRT), Purdue Spatial Visualization Test (PSVT: R), or Santa Barbara Solids Test (SBST) to measure VSA. Evidence suggests that immersive technologies, particularly VR and MR, offer significant support to students with initially low spatial ability, narrowing the performance gap and, in some cases, enhancing spatial skills through repeated exposure and interactive visualization. While not all studies assessed VSA pre- and post-intervention, several studies reported improved spatial task performance and user engagement linked to technology use. Studies using 2D or non-immersive platforms showed limited benefit for low-VSA learners. Conclusion: Emerging educational technologies, especially 3D, VR, and MR tools, have shown potential not only to support but also to enhance visuospatial ability in the context of neuroanatomy education. Integrating these tools strategically could improve spatial reasoning and reduce disparities among learners with varying cognitive profiles. Future research should focus on longitudinal evaluations, standardized spatial assessments, and adaptive technologies that respond to learners’ spatial needs.

DOI

10.1016/j.tria.2025.100436

Publication Date

11-1-2025

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