Role of Image and Cognitive Load in Anatomical Multimedia

  • Timothy D. WilsonEmail author


Visualizations are an important part of anatomical education and appear in all software on the market. Not all visualization methods are the methods utilized by educators can covertly and significantly impact student learning and stratify the class based on learner abilities that are not directly related to anatomical comprehension. Often, the proposed mechanism for good, bad, or ugly visualizations is on aesthetics, rather than the cognitive load imparted on the learner. The appropriate use of multimedia principles that include using pictures, images, and visualizations in general will positively influence student attention and learning. This chapter outlines components of multimedia learning as it pertains to the use of visualizations in lectures and in online scenarios. Illustrations and research demonstrating how cognitive load can be manipulated to a pedagogic advantage are presented. Approaches and suggestions on how educators might modify their current materials and practice using visualizations are proposed that will positively affect learning through cognitive load reduction.


Cognitive Load Spatial Ability Cognitive Load Theory Temporal Contiguity Novice Learner 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of Anatomy and Cell Biology, Schulich School of Medicine and DentistryCRIPT - Corps for Research of Instructional and Perceptual Technologies, Western UniversityLondonCanada

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