Trial reportAnatomical sciences education2026
Showing the drawing hand of the teacher in an anatomy video lecture-Effect on the student's learning, motivation, and cognitive load.
Trial report in Anatomical sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Comparing the outcomes of the technology-enhanced learning of sectional anatomy with and without preceding demonstrations: A study about the worked-example effect in anatomy education.Anatomical sciences education · 2026Article
- Drawing-based instruction enhances practical performance and academic flow in cardiovascular and respiratory anatomy education: a quasi-experimental study.Scientific reports · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Drawing is a classical teaching strategy in anatomy. While teachers' drawings can foster learning, teaching anatomy using video lectures can be challenging. According to the cognitive theory of multimedia learning (CTML), the learning effect of a video lecture could be related to the presence of the drawing hand of the teacher. Thus, this randomized controlled trial tested the effect of showing the drawing hand of the teacher in an anatomy video lecture on students' learning, motivation, and cognitive load. Second-year medical students were randomized into 2 groups (Group H: "Hand" and Group NH: "No hand"), took pre-tests multiple-choice questionnaires (MCQ), watched the anatomy video lecture, answered a motivation and a cognitive load (CL) questionnaire and post-tests MCQ on the Moodle© learning management system. Three hundred forty-three students completed the experiment. No difference in learning gain was observed between H and NH groups (4.47 ± 1.05 to 6.23 ± 1.11 vs. 4.52 ± 1.80 to 6.24 ± 1.11; G*T: p = 0.75). In group H, compared to group NH, students' motivation was higher (4.32 ± 0.59 vs. 4.18 ± 0.60; p = 0.027) and CL was not different (4.53 ± 0.97 vs. 4.56 ± 0.70; p = 0.76). Cognitive load and MCQ score changes were correlated (r = -0.11, p = 0.04). Thus, MCQ score changes depended both on group and CL (G*T*CL interaction: p = 0.04). Showing the drawing hand of the teacher in the anatomy video lecture improved students' motivation without increasing cognitive load. Moreover, in students experiencing the highest cognitive load, the presence of the teacher's hand improved learning. These results underscore the potential relevance of embodiment strategies in anatomy teaching in the digital age.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.