Quantification of Learning in Anatomy Using Electroencephalography: A Neuroeducational Approach

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dc.contributor.advisorHecker, Kent G.
dc.contributor.advisorJamniczky, Heather A.
dc.contributor.authorAnderson, Sarah Jayne
dc.contributor.committeememberCoderre, Sylvain P.
dc.contributor.committeememberKrigolson, Olav E.
dc.date2018-06
dc.date.accessioned2018-04-19T17:53:33Z
dc.date.available2018-04-19T17:53:33Z
dc.date.issued2018-04-16
dc.description.abstractTechnological advances enabling presentation of content stereoscopically provide a new forum for instructional design in anatomy education that instructors are keen to explore. Thus far, studies comparing the effectiveness of learning from two-dimensional (2D) versus three-dimensional (3D) visualizations demonstrate poor generalizability and are limited by reliance on behavioural evidence alone. Successful learning is, in essence, the result of changes in brain activity related to the proper storage and retrieval of information. Neuroeducational research offers the capacity to directly explore a learner’s cognitive processing without interfering with actual cognitive processing itself and can serve as an alternative measure for testing the efficacy of different teaching methods. The aim of this research was to quantify and explore behavioural and neural correlates measured by electroencephalography (EEG) as students recognize and learn from 2D and 3D representations in anatomy. To accomplish this aim, phases of this research entailed: designing and testing reinforcement-based learning activities specifically tailored for use in a neuroeducation research paradigm; demonstrating the utility of measuring amplitude changes of event-related potential components (ERPs) measured by EEG as quantitative dependent variables of learning, retention, and transfer of knowledge; and finally, comparing neural activity of subjects learning from anatomical representations with and without stereopsis. Specifically, this work examined changes in amplitude of the N250 (a measure of visual perceptual expertise) and reward positivity (sensitive to externally provided positive feedback) ERPs. This research shows that (1) changes in neural signals indicate progression in stages of learning, (2) learning with stereoscopic models is advantageous, and (3) that a reinforcement-learning paradigm is a successful approach to teach foundational knowledge in anatomy. This research provides a foundation upon which to build a program of neuroeducational research targeted specifically at health professionals in a real-world teaching and learning environment. Importantly, this work is some of the first to provide evidence that explicitly links behavioural and neuroscientific theories of learning in an applied educational context. Further, this work demonstrates where there are synergies across these theories but also highlight the potential pitfalls of sole reliance on behavioural data alone to inform our understanding of learning.en_US
dc.identifier.citationAnderson, S. J. (2018). Quantification of Learning in Anatomy Using Electroencephalography: A Neuroeducational Approach (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31801en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31801
dc.identifier.urihttp://hdl.handle.net/1880/106514
dc.language.isoeng
dc.publisher.facultyCumming School of Medicine
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectElectroencephalography (EEG)
dc.subjectNeuroeducation
dc.subjectAnatomy Education
dc.subjectReinforcement Learning
dc.subjectstereopsis
dc.subjectEvent Related Potentials
dc.subjecttwo dimensional
dc.subjectthree dimensional
dc.subjectN250
dc.subjectReward Positivity
dc.subject.classificationEducationen_US
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationEducation--Sciencesen_US
dc.subject.classificationAnatomyen_US
dc.subject.classificationNeuroscienceen_US
dc.subject.classificationHealth Sciencesen_US
dc.titleQuantification of Learning in Anatomy Using Electroencephalography: A Neuroeducational Approach
dc.typedoctoral thesis
thesis.degree.disciplineCommunity Health Sciences
thesis.degree.disciplineMedical Education
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
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