(C-99) Development of Graphical Animations to Enhance Student Comprehension of Medical Imaging Mathematical Concepts and Equations

Introduction:: This work-in-progress abstract explores the utilization of animations to improve the instruction of an undergraduate, engineering medical imaging class. The approach was chosen to benefit the learning of 2D/3D mathematical concepts by bringing formulas to life to better communicate their motivation and purpose. Utilization of animations can be extended to a variety of engineering mathematical concepts to visually engage students with the mathematics.


Materials and Methods:: Graphical understanding of key topics within medical imaging is important for relating underlying mathematical constructs and equations to imaging modalities and techniques. Student comprehension of the overarching themes is often impeded due to an incorrect focus on simply getting the answer or required mathematical rigor required for a derivation rather than understanding what the process describes before delving into the mathematics behind the process. There is a need to first demonstrate key processes graphically before delving into the working parts to ensure that the motivation and mathematical concepts are connected, especially since they are so closely linked within the contexts of medical imaging. The proposed innovation is the creation of videos of main medical imaging and mathematical concepts with graphical animations of the concepts to connect the motivation more thoroughly with the mathematical concepts. The intended outcomes of this approach are improved student comprehension and learning of multi-dimensional mathematical concepts through Microsoft PowerPoint developed animations.

The animations are to be distributed to one section of the medical imaging class to be viewed before class and then discussed, while another section will be given the animations after the class covering the specific topic. Both classes will be given the same exam, and performance on questions related to the content of the animations are to be compared.


Results, Conclusions, and Discussions:: Video animations were selected to first introduce the topic before diving into the mathematical representation as they could be assigned to be watched prior to class to provide a platform for class discussion, instruction, problem-solving, and reflection. The purpose for focusing on graphical representations stems from the ability to accurately portray and communicate topics. After engineers correctly define the problem and state unknowns and knowns, drawing a picture or representation can aid in the solving and comprehension of the problem. Modeling the instruction method after the technique with which we expect students to solve problems provides a consistent example. Utilization of graphical animations of concepts further extends the benefits of a drawing, especially given that the majority of concepts presented in the medical imaging class relate to either 2D or 3D concepts that are often cumbersome to draw by hand or accurately represent in a single image. Thus, utilization of graphical animations can accurately present the concepts to provide an anchor point upon which to base a mathematical understanding of the concepts and provide students a tool that they can reference throughout their learning of the material.



The current integration of animations of key mathematical and physical concepts has provided a mechanism to prepare students for class, engage them with an introductory discussion, and provide an anchor point on which to build knowledge of cumbersome mathematical concepts. The ongoing development of this tool and data collection of student performance on specific questions is ongoing.




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