Exploring the effectiveness of 2D images and 3D models to achieve cognitive levels of Bloom in first-year anatomy students

Abstract Background There is a critical need for a defined pedagogical framework for using computer-based 2D images (2DI) and 3D models (3DM) in anatomy education. While 3DM are considered to be more or evenly effective as 2DI, the specific knowledge types they support remain unclear. The interactive nature of 3DM promotes engagement and spatial understanding, potentially aiding higher cognitive levels. This study aims to identify which cognitive levels of Bloom’s taxonomy benefit most from 2DI and where 3DM provide greater advantages. Methods 58 first-year physiotherapy students participated in a study with three phases: (1) a pre-test to capture sex, age, spatial ability, and prior knowledge, (2) a learning phase with pretraining and independent study using either 2DI or 3DM of the temporal bone, and (3) a post-test to measure knowledge gained at level 1 (Remembering), level 2 (Understanding) and level 3 (Applying). Results Students in the 3D condition are 5.07 times more likely to excel at "Remembering" (Level 1). Results for other cognitive levels are less clear: 2DI are as effective as 3DM for "Understanding" (Level 2), while 3DM may lead to better outcomes for "Applying" (Level 3), though results are uncertain due to mixed effects per score. Conclusion The findings suggest that 3DM enhance recognition and recall at Level 1 (the "Remembering" level) of Bloom’s Taxonomy, with mixed effectiveness at higher cognitive levels. This may be due to factors such as cognitive load and spatial ability. 3DM can be used effectively in anatomy education to enhance recognition and recall.