Showercap mindmap: A spatial activity for learning physiology terminology and location

Thea Vanags, Mira Budimlic, Elissa Herbert, Tracy Vickers

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students’ learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to mark brain regions and affix labels to another participant’s head. The control group learned the material verbally through a game. When tested verbally, both the control and experimental groups recalled more of the 10 terms immediately after the activity (+106% and +83%, respectively) and 2 wk later (+53% and +31%, respectively) than at the pretest (P less than 0.0005). When participants’ knowledge was tested spatially (labeling a brain diagram), the experimental group recalled more terms at the posttest (+76%) and followup (+73%) than at the pretest (P less than 0.0005), but the control group who showed no improvement at either time point (+12% and +14%, respectively). These findings support the notion that spatial and multisensory learning produces improved spatial recall over time while also supporting the notion of transfer-appropriate processing.
    Original languageEnglish
    Pages (from-to)125-130
    Number of pages6
    JournalAdvances in Physiology Education
    Volume36
    Issue number2
    DOIs
    Publication statusPublished - 2012

    Fingerprint

    Terminology
    Control Groups
    Students
    Brain
    Plastics
    Teaching
    Head
    Learning
    Psychology
    Spatial Learning

    Cite this

    Vanags, Thea ; Budimlic, Mira ; Herbert, Elissa ; Vickers, Tracy. / Showercap mindmap: A spatial activity for learning physiology terminology and location. In: Advances in Physiology Education. 2012 ; Vol. 36, No. 2. pp. 125-130.
    @article{4e3c0fe960724b5a9911c5f36f73d37e,
    title = "Showercap mindmap: A spatial activity for learning physiology terminology and location",
    abstract = "Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students’ learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to mark brain regions and affix labels to another participant’s head. The control group learned the material verbally through a game. When tested verbally, both the control and experimental groups recalled more of the 10 terms immediately after the activity (+106{\%} and +83{\%}, respectively) and 2 wk later (+53{\%} and +31{\%}, respectively) than at the pretest (P less than 0.0005). When participants’ knowledge was tested spatially (labeling a brain diagram), the experimental group recalled more terms at the posttest (+76{\%}) and followup (+73{\%}) than at the pretest (P less than 0.0005), but the control group who showed no improvement at either time point (+12{\%} and +14{\%}, respectively). These findings support the notion that spatial and multisensory learning produces improved spatial recall over time while also supporting the notion of transfer-appropriate processing.",
    keywords = "anatomic terms, kinesthetic learning, spatial learning",
    author = "Thea Vanags and Mira Budimlic and Elissa Herbert and Tracy Vickers",
    year = "2012",
    doi = "10.1152/advan.00095.2011",
    language = "English",
    volume = "36",
    pages = "125--130",
    journal = "American Journal of Physiology - Advances in Physiology Education",
    issn = "1043-4046",
    publisher = "American Physiological Society",
    number = "2",

    }

    Showercap mindmap: A spatial activity for learning physiology terminology and location. / Vanags, Thea; Budimlic, Mira; Herbert, Elissa; Vickers, Tracy.

    In: Advances in Physiology Education, Vol. 36, No. 2, 2012, p. 125-130.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Showercap mindmap: A spatial activity for learning physiology terminology and location

    AU - Vanags, Thea

    AU - Budimlic, Mira

    AU - Herbert, Elissa

    AU - Vickers, Tracy

    PY - 2012

    Y1 - 2012

    N2 - Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students’ learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to mark brain regions and affix labels to another participant’s head. The control group learned the material verbally through a game. When tested verbally, both the control and experimental groups recalled more of the 10 terms immediately after the activity (+106% and +83%, respectively) and 2 wk later (+53% and +31%, respectively) than at the pretest (P less than 0.0005). When participants’ knowledge was tested spatially (labeling a brain diagram), the experimental group recalled more terms at the posttest (+76%) and followup (+73%) than at the pretest (P less than 0.0005), but the control group who showed no improvement at either time point (+12% and +14%, respectively). These findings support the notion that spatial and multisensory learning produces improved spatial recall over time while also supporting the notion of transfer-appropriate processing.

    AB - Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students’ learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to mark brain regions and affix labels to another participant’s head. The control group learned the material verbally through a game. When tested verbally, both the control and experimental groups recalled more of the 10 terms immediately after the activity (+106% and +83%, respectively) and 2 wk later (+53% and +31%, respectively) than at the pretest (P less than 0.0005). When participants’ knowledge was tested spatially (labeling a brain diagram), the experimental group recalled more terms at the posttest (+76%) and followup (+73%) than at the pretest (P less than 0.0005), but the control group who showed no improvement at either time point (+12% and +14%, respectively). These findings support the notion that spatial and multisensory learning produces improved spatial recall over time while also supporting the notion of transfer-appropriate processing.

    KW - anatomic terms

    KW - kinesthetic learning

    KW - spatial learning

    U2 - 10.1152/advan.00095.2011

    DO - 10.1152/advan.00095.2011

    M3 - Article

    VL - 36

    SP - 125

    EP - 130

    JO - American Journal of Physiology - Advances in Physiology Education

    JF - American Journal of Physiology - Advances in Physiology Education

    SN - 1043-4046

    IS - 2

    ER -