Incorporation of Light Field Photography into an Online Anatomy Resource Does Not Influence Student Quiz Performance or Perceptions of Usability

Although numerous online resources for gross anatomy are available, most feature two-dimensional photographs generated by traditional cameras. To determine whether the incorporation of light field photographs (images with an adjustable focal point) into an online anatomy resource would result in improved learning beyond traditional photographs, two online learning modules on the gross anatomy of the orbit were created. The modules were identical in content except for the type of photography used (traditional = control; light field = experimental). Students were randomly assigned into two groups and viewed one of the two learning modules. Pre- and post-quizzes comprised of a mixture of questions involving a low and high degree (rated by experienced faculty) of spatial difficulty were administered. A survey was distributed to assess student evaluations of the module. Students (N = 49; 26 control, 23 experimental) demonstrated increased quiz scores from pre- (control = 34.6 ± 15.6%, experimental = 24.3 ± 16.5%) to post-quizzes (control = 77.3 ± 20.7%, experimental = 71.3 ± 17.9%, P