Most pharmacy students rated the use of complex molecular modelling or computational tools as useful for improving engagement and learning outcomes. Further, it significantly improves students' understanding of pharmacological concepts necessary for competency in medication management, based on significant improvements in post-test scores.
My concern is that if all the above mentioned/stated positive outcomes generated through the use of these pedagogical tools in some ways or other help to reduce the cognitive load or not? Do we have reasons to believe this? I am trying to establish the link between how 2D or 3D visualisation technologies and their relation to cognitive load management.
Thanks, Mohammed Yaseen Alzahawi , I am of the same opinion, however, I am more interested in the underlying rationale.
Dear Wajd Alkhawaldeh
, thanks for your elaboration on the query. With my limited understanding and what the literature outlined, it depends on the VSA (Visual-spatial abilities) capability of the individuals. Individuals with high VSA are able to process spatially complex procedures while still retaining sufficient cognitive resources to benefit from using 3D visualisation while learning. With low VSA, individuals utilise more cognitive resources when performing a spatially complex task. This results in an increase in cognitive load as they learn. Therefore, in individuals with low VSA, it may be possible to compensate for the higher cognitive demands by improving instructional methods.- Badges
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