Review of Best Presentation Software
Best for creating engaging presentations using motion graphics.
Trial: Lifetime
Are you tired of using the same old presentation software and looking for something new and exciting?
Look no further than Doratoon. Whether you are a teacher looking to engage your students or a business owner looking to make a pitch, it has the tools to create dynamic and eye-catching presentations.
With an unlimited number of features and a template library to choose from, Doratoon has something for everyone.
Its easy-to-use interface makes animation a breeze, even for those who are new to the software. Plus, you can customize the features to fit your specific needs and create interesting presentations in the fields of education, marketing, business, and so on.
Verdict: Doratoon is a powerful tool for creating interactive presentations for all relevant requirements. It is easy to use and doesn’t take much time to master. The free Basic Plan is a great way to get started, especially if you are a beginner. Overall, Doratoon is a good choice for those looking to add interactive elements to their presentations or videos.
Price: Free Basic Plan, Paid Plan starts from $5/month to $19/month.
Best for creating presentations, infographics, social media graphics, etc.
Trial: No free trial available.
Visme is a cloud-based presentation tool that allows both designers and non-designers to create presentations that are creative and visually absorbing. It comes with its vast library of stock images, photography, vector icons, fonts, and color themes. It helps users create beautiful slideshows with the help of pre-designed templates and themes.
What sets Visme apart from others on this list are the various interactive options it lays at your disposal. This includes hyperlinked elements, embed video, and audio upload with recording features.
Verdict: Although this software seems complex for the first time, it is a great tool to create interactive content for your site. Its features are vast and it offers its users a free basic plan to allow them to explore the software. It is worth a try.
Price: Free Basic plan, Paid plan starts from $14/month – $75/month
=> Visit Visme Website
Best for creating presentations powered by artificial intelligence.
Trial: None
Slidebean is a web-based software that harnesses the power of AI to create visually engaging slides. If offers an easy user interface and convenient customization options. As it is cloud-based software, users can use it from any location and from any machine in the world.
Users can also easily export the slides from Slidebean into PPT or PDF format. It offers users a huge gallery of templates, designs, color palettes, fonts, and images. Slidebean also comes with tracking functionality and insights that allow users to track the reach of their content.
Verdict: Slidebean is a wonder when it comes to presentation software. It has an intuitive AI-powered system that makes the task of making presentations 10 times easier. With a new revised affordable price, this software is worth every penny you spend.
Price : Free Basic version, $8-$19/month
Website: Slidebean
Best for creating animation and dynamic video presentations.
Trial: 14-day free trial.
Videos are known to be way more appealing and engaging than text. Likewise, Vyond is the perfect candidate to be on this list. It helps users create powerful and dynamic video presentations that can lighten up an otherwise dull business meeting. It provides users with the tools they need to create interactive media without any technical knowledge.
It allows you to create character-driven stories and visualize data to engage and inform your audience. Its novel animation features are motivational enough for you to invest in this software. Vyond can also help in creating GIFs that can be used to add some humor to your presentation.
Verdict: Vyond comes with all the features you would now have come to expect from a presentation software. Some customers have complained about its complexity and high premium price. However, its ability to create short video clips and GIFs gives it a special appeal.
Price: $39/month-$89/month
Website: Vyond
Best for creating presentations on Apple iOS devices exclusively.
Trial: 7 Day free trial.
This Apple-exclusive software helps users create beautiful and engaging presentations that can do wonders for your career. With a huge gallery of templates, designs, and fonts to choose from, Haiku Deck is fairly simple to use.
This software is hosted on the clouds and can save files automatically. It also allows users to download presentations in PPT format and also facilitate video presentations with audio narration. Apart from royalty-free images, you will also find graphs and charts to add that aesthetic charm to your presentation.
Verdict: Haiku Deck lays a huge gallery of fonts, images, templates at the disposal of its users. It is very simple to use but is only available for iOS devices. No other software has as vast a gallery of royalty-free images as Haiku Deck
Price : Free version, Premium – $5/month – $100/month.
Website : Haiku Deck
Best for the creation of conversational presentations for all platforms.
Trial : 14 Day free trial
Prezi launched itself in the market as a more creative alternative to the existing PowerPoint, and in many ways, it has held to its claims. It is more suited to users who want to create an organic and conversational presentation without breaking a sweat.
Prezi allows users to import PowerPoint presentations and transform them into their own little Prezi presentations. The content is imported without any hassle. The tool also offers analytics, so users can now analyze the performance of their published presentations.
Verdict: Prezi is easy to use and can help users create mind-blowing presentations with the help of its huge gallery of templates, designs, and fonts. Although expensive, its amazing UI and expansive features are worth it.
Price : Free version, Premium – $5 – $59
Website: Prezi
Best For online cloud-based collaboration, creation, and editing of presentations.
Trial: 14 Day free trial
Google Slides offers excellent and convenient flexibility to its users who want to create engaging presentations. It is loaded with impressive features, themes, fonts, animations, and embedded videos. It allows multiple people to collaborate on the same video from a variety of different locations.
Suggested reading =>> How to add a voice recording to Google Slides
Although it is cloud-based, it offers offline editing and presenting as well. Users can download slide presentations in PPTX formats. For extra convenience, it provides users with chat, comment, and review features to facilitate real-time collaboration.
Verdict: Google slides is widely popular, accessible, and free to use. It is great for students and novice users who want to try something other than PowerPoint, yet still, keep things simple.
Price: Free Presentation Software for G-mail and Google account users. Premium plan @ $6/month
Website: Google Slides
Best for creating presentations for Apple product users like Mac and iPhone devices.
Apple’s Keynote comes preinstalled in its Mac and iPhone devices. It has an intuitive interface that helps users create visually arresting and informative presentations without breaking a sweat. It offers live collaboration with multiple users through its chat feature. Keynote presentations can be controlled remotely through mobile devices like iPhone, iPod, and iPad.
Comparatively, it also has a better transition and animation effects than most free presentation tools. Moreover, you can also use Apple pencil to create drawings on the tools with the help of your iPad. Apple’s Keynote offers real-time collaborative file editing to its users.
Verdict: Keynote is to Apple is similar to what PowerPoint is to Microsoft. It has all the features you would need to create a visually appealing presentation. However, it is only exclusive to Apple devices.
Price: Free Presentation Software for Apple product users.
Website: Apple’s Keynote
Best for cloud-based presentation management.
Slides is a software that offers users a platform to create beautiful presentations with the help of a very simple user interface and effortless collaboration. It facilitates cloud-based presentation management with great flexibility and convenience.
Slides can easily help users import PDF’s to be processed into slides presentations. It allows users to publish their presentations online so other users can have access to it too. It uses the power of two browser windows to provide features like a presentation view.
Moreover, slides also present users with the opportunity to broadcast their presentations live to remote audiences and also edit their presentation live while their online eyes watching. It also offers offline presentation as the file can be downloaded on PDF file, HTML, CSS, and JS bundle.
Verdict: With its offer of live presentation broadcasting, Slides is a favorite of many employees working in managerial roles. It is also quite cheap, however, it does need high-speed internet to function smoothly.
Price: $7 – $18/month
Website: Slides
Best for creation, collaboration, and broadcast of published presentations.
Trial: None
Zoho Show is a web-based software that enables users to create, collaborate, broadcast, and publish presentations instantly from your web browser. Its best feature is its ability to be both highly flexible and customizable.
It facilitates direct integration of presentation with an existing website through an iFrame code snippet. It offers users the opportunity to publish their presentations internally for the entire organization or the general public.
It has an array of modern and sleek designs, templates, and fonts to choose from. You can also share presentations with non-Zoho users with its expirable URL sharing feature. It also has a dedicated IOS and Android applications to create presentations on smartphones and tablets. You can also live-stream your presentation online via Android TV, Apple TV, or Chromecast.
Verdict: Zoho Show offers an affordable plan that facilitates the creation, sharing, and broadcasting of visually engaging presentation that seamlessly integrates across multiple platforms and browsers. However, a limited number of templates will be something that sticks out like a sore thumb for those who expect more.
Price: Free personal plan. $5 -$8/month– premium plan.
Website: Zoho Show
Best for Sales and Marketing teams to create design-focused presentations.
Custom Show is a robust design-focused presentation tool that is solely focused on meeting the demands of the marketing and sales teams. Marketing and sales professionals can create beautiful presentations using the tool.
It also seamlessly integrates with tools like SalesForce to allow users to track the progress of their presentation. The presentation created on Custom Show can be shared by multiple people at the same time. Users can also add music, videos, and other brand assets to their presentations while using Custom Show.
Verdict: This software is a boon for sales and marketing professionals, thanks to a simple UI and a system that allows them to track the performance of their presentation online. It is also great for personalized branding.
Price: Free version available, subscribers have to send an email to their team and they will revert with the quote for the premium version.
Website: Custom Show
#12) AhaSlides
Best for creating presentations that facilitate live interaction from your audience. Pricing: Trial – None. Free plan available.
AhaSlides is on a mission to make presentations less boring. It focuses on the power of interactivity between the presenter and the audience to create wonderfully exciting and engaging presentations for use at work, school or any social event.
Users get access to an ever-growing list of slide types, including multiple-choice polls, scale ratings, brainstorming sessions, and even fun quizzes and games, to create an interactive presentation.
The audience joins the presentation via their phones and can interact with each slide as the presenter presents it in front of them, making for a more involved, more invigorating experience for everyone.
Verdict: AhaSlides is a simple and super easy-to-use tool for anyone who wants to create more excitement in their audience. The free plan is quite generous, especially in comparison with other interactive presentation tools out there, and its wealth of features help you create a truly engaging dialogue with your audience within minutes.
Price: Free plan available. Paid plans range from $1.95 p/mo for an educational plan, up to $49.95 p/mo for large events. One-time plans are also available from $2.95.
Presentation Software has evolved and can offer so much more than the days of creating simple PPT presentations. Managers and employees want to impress their colleagues and cement their position in the company they work for. The above-mentioned presentation tools can do the trick for you.
We have spent hours going through the intricate details of every software on this list. Their features, pros, cons, and their compatibility across browsers and platforms were all considered before shortlisting them. Only the most popular and best-reviewed PowerPoint alternatives were chosen to grace our list.
Now, if you are looking for an app that is affordable and easy to use, then we recommend you go for Google Slides.
If you consider yourself a pro in creating the presentation and want to create more compelling slides than we suggest you use Prezi or the AI-powered Slidebean. If you are Apple loyalist, then Apple’s Keynote and Haiku Deck’s exclusive features will be enough to satisfy your requirements.
Find an alternative to PowerPoint
The best free presentation software makes it simple and easy to create professional presentations without a Microsoft subscription.
While PowerPoint is the market leader when it comes to presentation software, some people may be unwilling to subscribe to a Microsoft 365 subscription, especially if they don't expect to need to use it very often.
However, there are plenty of great alternatives to PowerPoint available for free that you can use. While these won't have the same advanced features as PowerPoint, they still offer a very competent platform to design most any presentation that you need.
To help you choose, we've listed below the best free presentation software currently available.
Add images to your presentations using the best free photo editor .
Google Workspace : Collaboration + productivity apps There are many different presentation software packages but Google Workspace formerly known as G Suite remains the original cloud office software and one of the best business office suites, offering a huge range of features and functionality that rivals can't match, especially when it comes to presentation software. Try it free for 14 days .
Why you can trust TechRadar We spend hours testing every product or service we review, so you can be sure you’re buying the best. Find out more about how we test.
Our expert review:
Reasons to avoid.
Prezi turns the traditional approach to presentations on its head. Instead of creating slide after slide, this presentation software gives you a single giant canvas. You can add blocks of text or images, or even create miniature slides. During your presentation, you can seamlessly fly around the canvas and zoom in to look at individual chunks of content.
For how complex Prezi seems, it’s impressively simple to use the platform. The only major divergence from Microsoft PowerPoint is that you need to add animated paths from one part of the canvas to another. The tools for this are fairly straightforward, especially if you’ve ever used an animation or video editing software.
Of course, this type of presentation structure isn’t always ideal. Prezi makes it hard to visualize structured data like financials, which can make it difficult to use in business applications. Some viewers also might not appreciate the fly-around animation style that’s inherent to the presentation software.
Read our full Prezi review .
LibreOffice is a free alternative to Microsoft Office, and it includes a Powerpoint equivalent called Impress with nearly all of the same functionality. The only big difference you’ll find between the two slideshow creation tools is the LibreOffice lacks some modern features like built-in collaboration and integration with Microsoft OneDrive.
However, Impress does have a few advantages of its own. The software can import files from Keynote, the default presentation software on Mac computers. Plus, there are hundreds of free templates that you can download for free. Even better, there’s no limit on what fonts you can use with Impress, so it’s easy to change the look of your presentation from what Powerpoint typically allows.
On the whole, LibreOffice Impress is about as close as it gets to simply replicating Microsoft Powerpoint for free.
Read our full LibreOffice review .
Google Slides is part of Google Workspace (formerly G Suite), and it does a nice job of matching a number of PowerPoint’s capabilities. This free presentation software supports embedding videos, creating diagrams, and adding animations to your slides. While the selection of templates is somewhat limited, you can easily import hundreds of additional templates for free or create your own.
Even better, Google Slides supports the collaboration tools users have come to expect from Google. Multiple people can work on a slideshow simultaneously, and there’s a built-in group chat so you can keep track of what everyone is doing. It’s also nice that you can play your presentation in presenter mode, which allows you to preview how it will look to your audience and rehearse timing.
The only downside to Google Slides is that bloated slideshows can experience some loading delays. Also beware that while you can move between Slides and Powerpoint, the conversion often messes with the layout of your slides.
Read our full Google Slides review .
Canva is perfect for making speedy presentations right in your web browser. This software offers a handful of free layouts to help you get your slideshow started, and it’s easy to customize the templates to fit your needs. There isn’t a huge variety of content elements to add to your presentation, but Canva makes up for this with a searchable library of more than 1 million images you can use.
Your Canva presentations live online, which makes it extremely easy to collaborate. You can invite colleagues to edit your slideshow (although simultaneous editing is not supported) or seamlessly share your finished presentation. However, beware that Canva can’t import presentations from Microsoft Powerpoint or export finished work to a Powerpoint-editable format.
Read our full Canva review .
WPS Office Free is a Microsoft Office look-alike that fully support PowerPoint files without any layout issues during import. The WPS Presentation tool has all of the same capabilities of PowerPoint, including tons of animations, slide transitions, content effects, and video embedding. The selection of included presentation templates is also very impressive for a free software.
One of the best things about this presentation software is that the user interface will feel incredibly familiar if you’re coming from Microsoft. All of the tools are displayed in a top ribbon, with your slides shown on the left side of the screen for easy navigation. It’s simple to display your presentation right from WPS Presentation, which means there’s no unexpected troubleshooting when it’s time to show off your work.
There’s not much to dislike about WPS Presentation. However, keep in mind that the software is supported by ads. Some users find the ads annoying, but they’re not overly in the way.
Read our full WPS Office Free review .
We've also featured the best free office software .
Which alternative to powerpoint is best for you.
When deciding which alternative to PowerPoint to download and use, first consider what your actual needs are, as sometimes free platforms may only provide basic options, so if you need to use advanced tools you may find a paid platform is much more worthwhile. Additionally, free and budget software options can sometimes prove limited when it comes to the variety of tools available, while higher-end software can really cater for every need, so do ensure you have a good idea of which features you think you may require.
To test for the best free presentation software we first set up an account with the relevant software platform, whether as a download or as an online service. We then tested the service to see how the software could be used for different purposes and in different situations. The aim was to push each software platform to see how useful its basic tools were and also how easy it was to get to grips with any more advanced tools.
Read how we test, rate, and review products on TechRadar .
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Michael Graw is a freelance journalist and photographer based in Bellingham, Washington. His interests span a wide range from business technology to finance to creative media, with a focus on new technology and emerging trends. Michael's work has been published in TechRadar, Tom's Guide, Business Insider, Fast Company, Salon, and Harvard Business Review.
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Created by Hakim El Hattab and contributors
reveal.js enables you to create beautiful interactive slide decks using HTML. This presentation will show you examples of what it can do.
Slides can be nested inside of each other.
Use the Space key to navigate through all slides.
Nested slides are useful for adding additional detail underneath a high level horizontal slide.
That's it, time to go back up.
Not a coder? Not a problem. There's a fully-featured visual editor for authoring these, try it out at https://slides.com .
Code syntax highlighting courtesy of highlight.js .
Point of view.
Press ESC to enter the slide overview.
Hold down the alt key ( ctrl in Linux) and click on any element to zoom towards it using zoom.js . Click again to zoom back out.
(NOTE: Use ctrl + click in Linux.)
Automatically animate matching elements across slides with Auto-Animate .
Presentations look great on touch devices, like mobile phones and tablets. Simply swipe through your slides.
Add the r-fit-text class to auto-size text
Hit the next arrow...
... to step through ...
... a fragmented slide.
There's different types of fragments, like:
fade-right, up, down, left
fade-in-then-out
fade-in-then-semi-out
Highlight red blue green
You can select from different transitions, like: None - Fade - Slide - Convex - Concave - Zoom
Set data-background="#dddddd" on a slide to change the background color. All CSS color formats are supported.
Tiled backgrounds, video backgrounds, ... and gifs, background transitions.
Different background transitions are available via the backgroundTransition option. This one's called "zoom".
You can override background transitions per-slide.
Since reveal.js runs on the web, you can easily embed other web content. Try interacting with the page in the background.
Item | Value | Quantity |
---|---|---|
Apples | $1 | 7 |
Lemonade | $2 | 18 |
Bread | $3 | 2 |
These guys come in two forms, inline: The nice thing about standards is that there are so many to choose from and block:
“For years there has been a theory that millions of monkeys typing at random on millions of typewriters would reproduce the entire works of Shakespeare. The Internet has proven this theory to be untrue.”
You can link between slides internally, like this .
There's a speaker view . It includes a timer, preview of the upcoming slide as well as your speaker notes.
Press the S key to try it out.
Presentations can be exported to PDF , here's an example:
Set data-state="something" on a slide and "something" will be added as a class to the document element when the slide is open. This lets you apply broader style changes, like switching the page background.
Additionally custom events can be triggered on a per slide basis by binding to the data-state name.
Press B or . on your keyboard to pause the presentation. This is helpful when you're on stage and want to take distracting slides off the screen.
- Try the online editor - Source code & documentation
reveal.js is an open source HTML presentation framework. It's a tool that enables anyone with a web browser to create fully-featured and beautiful presentations for free.
Presentations made with reveal.js are built on open web technologies. That means anything you can do on the web, you can do in your presentation. Change styles with CSS, include an external web page using an <iframe> or add your own custom behavior using our JavaScript API .
The framework comes with a broad range of features including nested slides , Markdown support , Auto-Animate , PDF export , speaker notes , LaTeX support and syntax highlighted code .
It only takes a minute to get set up. Learn how to create your first presentation in the installation instructions !
If you want the benefits of reveal.js without having to write HTML or Markdown try https://slides.com . It's a fully-featured visual editor and platform for reveal.js, by the same creator.
This project was started and is maintained by @hakimel with the help of many contributions from the community . The best way to support the project is to become a paying member of Slides.com —the reveal.js presentation platform that Hakim is building.
Slides.com — the reveal.js presentation editor.
Become a reveal.js pro in the official video course.
You probably know that ChatGPT is a powerful AI tool for generating text and answering questions. However, it can do much more than that. In fact, ChatGPT is changing how we approach presentation design.
Crafting professional PowerPoint presentations can be time-consuming and challenging, especially if you’re not a design expert. Luckily, ChatGPT makes it easier, helping you save time and create high-quality, engaging presentations.
In this article, we’ll explore how to use ChatGPT to create a PowerPoint Presentation. Let’s look at three simple ways ChatGPT can improve your presentation process.
Keep scrolling for step-by-step instructions, or check out the screenshots and GIFs to make the most of using ChatGPT for presentations.
Here are the topics we'll cover:
Why use chatgpt for powerpoint presentations.
Why 24slides beats ai in presentation design.
Technically, no. ChatGPT doesn't create PowerPoint files directly and can't design visual elements. However, it can be a useful tool in the presentation creation process.
ChatGPT can help you create content, suggest slide outlines, and provide ideas to enhance your presentation. Here are some other ways ChatGPT can save you time and effort in creating your next PowerPoint:
Later, I’ll show you how to use ChatGPT to generate a PowerPoint presentation for each of these methods.
Using ChatGPT can be a game-changer for creating PowerPoint presentations. Here’s why:
Now that we know ChatGPT helps create PowerPoint presentations, let's explore the different ways we can use it.
Feel free to explore the method you find most useful!
1. use chatgpt for slides outline and content.
ChatGPT can help you brainstorm and outline your slides. You can generate detailed content for each slide by providing key points to cover in your presentation.
First, you need a strong prompt. It should clearly state the topic, audience, objective, and slide count to ensure the content is relevant, well-organized, and has the right tone.
Use this ChatGPT prompt format:
“As an expert in [field/topic], create an outline for a PowerPoint presentation on [list of topics] for [target audience]. The objective is [state the objective]. Structure it to fit [number] slides. Use a [tone/style] tone.”
Here’s an example:
Once the outline is created, you have a good starting point to refine the content. You can expand or reformulate the information on each slide. The goal is to help ChatGPT get the result you're looking for.
Use this ChatGPT prompt to improve the content:
"Please expand the information for each slide. Include interesting facts to enhance engagement and provide more value."
Once you have the content for your slides, you can transfer it directly to your PowerPoint presentation. Just copy and paste the content generated by ChatGPT, making sure you keep the structure.
Format the text by adjusting fonts and sizes to match your slide design. Here’s an example:
You now have a great starting point. From here, You’ll need to add design elements and media, plus adjust the layout and content to enhance visual appeal.
By using ChatGPT to provide VBA code, you can streamline the process of creating presentations. But before we start, let's answer this question:
VBA, or Visual Basic for Applications, is a programming language that automates tasks in Microsoft Office apps like PowerPoint. By using ChatGPT, you can quickly generate VBA code to create and customize PowerPoint presentations, making the process faster and easier.
You can use a ChatGPT prompt like "Write me VBA PowerPoint codes on [topic]..." However, the more detailed your explanation of the content, the better the result will be. Here’s an example:
Write me a VBA code for a PowerPoint presentation on [list of topics] for [target audience]. As an expert in [field/topic], structure it to fit [number] slides with a [tone/style] tone. The objective is [state the objective].
Then, ChatGPT will provide an output like this:
This is the code used to create a presentation in Powerpoint.
Of course, we will need to add images and media. If needed, you can ask ChatGPT for more information and repeat this process to generate a new VBA code.
This is one of the easiest methods to simplify your PowerPoint creation process. There's no need for any ChatGPT prompts. But first, let's answer this question:
AIPRM is an extension designed to enhance ChatGPT's capabilities for creating and refining content, including PowerPoint presentations.
This AI tool provides pre-made ChatGPT prompt templates to streamline your PowerPoint creation process. With AIPRM, users get automated suggestions, better formatting, and tailored content within the ChatGPT interface.
Once the extension is installed, your ChatGPT interface will have new options and templates. Here’s an example:
For this example, I will use Digital Marketing, 10, VBA.
After ChatGPT generates the VBA codes, paste the code into the Visual Basic Editor in PowerPoint. Next, run the code to generate the slides. To do this, follow the steps in the previous method (#2).
Here’s a summary:
For this example, I will use Gamma. In our review, this AI maker scored 4.5/5 for ease of use. Additionally, it offers a free plan. Use this link to sign up.
Use a ChatGPT prompt like this to improve the initial output:
"Please expand the information for each slide. Include interesting facts to enhance engagement and provide more value."
Since we're using Gamma for this example, here's what we'll do:
You have a strong starting point. Enhance the visual appeal by adding media, adjusting the layout, and refining the content.
AI tools like ChatGPT are excellent for generating content and speeding up the design process. However, refining prompts to achieve a decent result can be time-consuming. In contrast, 24Slides lets you create a professional, on-brand presentation with just a few clicks.
In our AI vs. professional designer comparison , it's clear that the perfect prompt isn’t enough. You’ll still need many adjustments for a polished result. Most AIs don't fully understand the context of your command or what you really have in mind.
At 24Slides , we believe nothing can replace the human touch in crafting standout presentations. With 10+ years of experience and more than 200 designers worldwide , we are the world’s largest presentation design company.
Unlike AI tools, our world-class designers understand your needs deeply. They ensure that each slide is not only visually appealing but also aligned with your brand and message.
Want to see what we can do? Try us out for just $1. We’ll design a custom, editable one-slide presentation that truly reflects your brand for just one dollar!
Don't miss this incredible deal – from $43 down to $1!
Looking for more info? Check out these articles!
Create professional presentations online
The all-new Microsoft 365 lets you create, share and collaborate all in one place with your favorite apps
For educators, free or premium: microsoft 365 has you covered.
Everyone gets cloud storage and essential Microsoft 365 apps on the web, free of charge
Quickly design anything for you and your family—birthday cards, school flyers, budgets, social posts, videos, and more—no graphic design experience needed.
Your files and memories stay safe and secure in the cloud, with 5 GB for free and 1 TB+ if you go premium
...even if they don't have Microsoft 365. Seamlessly collaborate and create files with your friends and family
Easily add and monitor your family members' information in your dashboard
The new Microsoft 365 brings together your favorite Microsoft apps all in one, intuitive platform
Microsoft 365 empowers your employees to do their best work from anywhere in the world, together in one place
Anyone in your organization can quickly create documents, presentations, and worksheets within a single, unified, Microsoft 365 experience
Microsoft 365 empowers your organization to organize, and safely store files in OneDrive with intuitive and easy organizational tools
Keep your business connected from anywhere with chat and cloud collaboration tools
Microsoft 365 seamlessly tracks updates, task, and comments across all your files so you can pick up right where you left off
Teachers and students get access to the best tools for learning anywhere—in the classroom, remotely or in a blended environment—for free
Spark creativity and collaboration in any learning environment—whether in the classroom, remote, or blended—with intuitive, inclusive design
Create equitable learning environments that help students develop knowledge and skills essential for both academic and career success
Give students the tools to learn and collaborate on projects together and independently, all in one place
Microsoft 365 helps your students connect and achieve more together, whether in the classroom, at home, or around the globe
August 2024 irb connection newsletter, tips for web-based survey research platforms, student pi training requirement: reminder to faculty advisors and student pis, assistance for new faculty and research scientists: research navigation tool, icts clinical lecture series: working with the irb, updates for the ui research community, in the news, irb educational resources.
The Human Subjects Office (HSO) has published a new educational tool focused on two of the web-based survey research platforms that are available to faculty, staff, and students at the University of Iowa. The publication provides tips on using Qualtrics and REDCap, including the different features available on the platforms, as well as tools for avoiding common issues, such as over-enrollment, multiple survey submissions, and bot activity.
Topics addressed in the educational tool include:
survey testing
survey editing
creating logic quotas and
bot detection
institutional policies related to survey-based research
training and other support available
The new educational tool is available on the HSO website: Survey Based Research Educational Tool
Graduate and undergraduate student principal investigators (PIs) are required to view recorded trainings about the HawkIRB New Project form (Parts 1 and 2) prior to submitting an application in HawkIRB. While the training is required for student PIs, it is recommended for all new faculty, staff, residents, fellows, professional students, and HawkIRB Delegates who will be using the HawkIRB system.
The student PI training policy was instituted to improve the quality of HawkIRB submissions and ensure efficiency of the IRB review process for all IRB applications. The training, available in the IRB ICON Course for Researchers , will assist student PIs in navigating the HawkIRB system and preparing thorough HawkIRB applications. Note to Faculty advisors and others who work with student PIs : Please make sure graduate and undergraduate student PIs know to complete this training.
More information is available about the training requirement at Roles and Responsibilities / Role of the Student PI , and more detailed information in the September 2022 IRB Connection Newsletter article .
Other educational resources are also available on the Human Subjects Office website :
IRB Overview Recording – If you did not hear this in a research methods course, you can access it in the IRB ICON Course for Researchers .
Do I Need IRB Approval – if you are uncertain whether your project is human subjects research requiring approval from the UI IRB ( Get Started / Do I need IRB Approval )
Exempt Status – Most social/behavioral research qualifies for Exempt Status. You can read about this in the Exemption Tool (under Get Help / Educational Tools ) and learn about it in the Part 5 HawkIRB training in the IRB ICON Course for Researchers .
HawkIRB Submissions – There is additional information about the IRB Review Process, HawkIRB System and New Project forms on the Submit to IRB web page.
By emily shultz, cip .
UI Research Administration units use a Research Navigation Tool to begin the onboarding process for new UI faculty and research scientists. This tool provides information about a wide range of UI programs that provide support for research. This tool collects information about the nature and type of research you conduct to help us better assist you with setting up your research program.
Click here to use the Research Navigation Tool
On a monthly basis, HSO staff sends an email with a link to the tool to all new faculty and research scientists. Based on research plans indicated in the Research Navigation Tool, representatives from the following units contact the researcher to provide guidance and support for transferring or initiating research activities:
Office of the Vice President for Research (OVPR)
Research Development Office (RDO)
Division of Sponsored Programs (DSP) (work with the departmental grant administrator)
Human Subjects Office (HSO) and Institutional Review Board (IRB)
Offices of Animal Resources (OAR) and the Institutional Care and Use Committee (IACUC)
Environmental Health & Safety (EHS)
University of Iowa Research Foundation (UIRF)
Institute for Clinical and Translational Science (ICTS)
Information Technology Systems (ITS)
For researchers who work with human participants, the Human Subjects Office offers a one-on-one IRB orientation to provide guidance, resources and support. This session provides information about:
The Human Research Protection Program (HRPP)
The IRB review process and requirements for submission
Other committees or entities that review and approve human subjects research applications
Features of the eResearch application system (HawkIRB), including the delegate permission system
Educational resources available for all human subjects researchers
Contact the IRB Education & Outreach team to learn about other educational resources for faculty and research scientists.
By kelly o’berry , bs, cip and deb o’connell-moore, mba .
At the June Clinical Lecture Series hosted by the Institute for Clinical and Translational Science (ICTS), Kelly O’Berry and Deb O’Connell-Moore provided an overview of the working relationships between researchers and the Institutional Review Board (IRB) / Human Subjects Office (HSO).
Researchers are encouraged to consult with colleagues in their college or department to see if others have received IRB approval for similar procedures, as their insights and experience could be helpful. Researchers can also consult with HSO staff and IRB Chairs about novel research methods. An advance consult can help the HawkIRB application go through the IRB review process more smoothly.
HSO staff invite researchers to ask questions and seek guidance at any time, but especially prior to submission of forms in HawkIRB. HSO staff can be reached phone (319-541-0326), email ( [email protected] ) or at IRB Office Hours via Zoom .
The ICTS Regulatory Core is also available to assist with their virtual walk-in hours for guidance and support .
During the IRB review process, HSO staff typically communicate with researchers through HawkIRB Workflow. This satisfies a regulatory requirement to maintain records of communications between the IRB and the PI. Researchers are encouraged to ask for clarification about a Workflow question/request if they are unsure of how to best address the revision.
To review a recording of this ICTS Clinical Lecture Series presentation, go to the IRB ICON Course for Researchers .
Changes Coming to ClinicalTrials.Gov Platform
(link sends e-mai
Irb presentation : the roadmap to regulatory compliance: guidelines for clinicaltrials.gov registration & results reporting .
This presentation will clarify the key aspects of ClinicalTrials.gov registration and results reporting, with an overview of guidelines and practical tips to avoid common errors that researchers encounter during this process. By the end of this presentation, participants will have a clear understanding of how to meet the Food and Drug Administration Amendments Act ( FDAAA 801 ) standards and ClinicalTrials.gov requirements, ensuring successful trial registration and reporting.
Overview of the ClinicalTrials.gov database
Which trials need registration & results reporting?
How to Register a study, Report Results, and Update Records
Common errors during registration, and results reporting, and how to avoid them
Navigating the PRS Support System and Help content
Overview of ClinicalTrials.gov PRS Beta website
Wednesday, September 18, 2024
12:00 PM-1:00 PM
Pre-register to receive the Zoom link
The Human Subjects Office invites the UI research community to attend monthly information sessions about the IRB Efficiency Initiative on the fourth Wednesday of the month from 12-1 pm, via Zoom. We will discuss the changes and demonstrate HawkIRB enhancements being implemented to streamline the IRB review process. The monthly sessions will cover upcoming enhancements and expected roll-out dates.
Wednesday, September 25, 2024
Human Subjects Office staff host IRB Office Hours via Zoom to provide assistance with electronic IRB applications (in HawkIRB) and to discuss study proposals prior to submission. All researchers are welcome to attend. No appointment is necessary.
Fall Office hours will begin on September 4 th through December 19 th
Wednesdays (2:00-4:00 PM) via Zoom
Thursdays (10:00 AM-12:00 PM) via Zoom
The IRB ICON Course for Researchers HawkIRB training sessions provide an orientation to the electronic IRB application and review system. These sessions are for anyone preparing to submit a HawkIRB application for the first time and for those who would like guidance about the proper completion of HawkIRB forms. Five recorded trainings are available 24/7.
The recorded trainings are available on ICON at IRB ICON Course for Researchers .
Note: HawkIRB training Parts 1 and 2 satisfy the Student PI Training Requirement.
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What is an interactive presentation.
An interactive presentation is precisely what you might guess – a presentation you can interact with. They often use features like clicks and movement, and weave in activities like questions, polls, and games throughout the presentation to get the audience involved. An interactive presentation is fundamentally different than a traditional presentation in that the audience is an essential part of the content. Their involvement creates more conversational, authentic experiences that benefit everyone involved.
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With cameras off and microphones muted, it can be difficult to make an interactive presentation online, but not impossible. The trap that many virtual presenters fall into is sharing their screen and delivering their presentation more like a lecture. The audience recognizes the one-way nature of it and goes into passive mode. Use Prezi Present to create a presentation that feels more like conversation rather than a rehearsed deck of slides, and take it on screen with you with Prezi Video . This allows more face-to-face interaction with your audience and makes your presentation much more engaging.
Yes, you can convert Powerpoint and Google Slides decks by importing them into Prezi. You can also take these presentations with you on screen to any virtual meeting, making for more immersive and interactive presentations than before.
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Welcome to the August 2024 update.
Here are a few, select highlights of the many we have for Power BI. You can now ask Copilot questions against your semantic model. Updated Save and Upload to OneDrive Flow in Power BI and Narrative visual with Copilot is available in SaaS embed. There is much more to explore, please continue to read on!
Join us at Europe’s first Fabric Community Conference , the ultimate Power BI, Fabric, SQL & AI learning event in Stockholm, Sweden from September 24 -27, 2024 .
With 120 sessions, daily keynotes, 10 pre-conference workshops, an expo hall with community lounge, and “ask the expert” area, the conference offers a rich learning experience you don’t want to miss. This is a unique opportunity to meet the Microsoft teams building these products, customers betting their business on them, and partners at the forefront of deployment and adoption.
Register today using code MSCUST for an exclusive discount!
The Fabric Community Sticker Challenge launched August 1-23 and winners are in! All Fabric Community members were invited to create unique stickers showcasing their enthusiasm and creativity under the following categories: Community Enthusiasm, Inspirational, “Inside Joke” for developers and data, and Super Users. To see winning designs, check out our Community News . Thank you all who participated in this challenge; it was great to see so much involvement!
Check out our latest initiative, the Fabric Influencers Spotlight . Each month, we’ll be highlighting some of the great blog, videos presentations and other contributions submitted by members of Microsoft MVP & Fabric Super User communities that cover the Fabric Platform, Data Engineering & Data Science in Fabric, Data Warehousing, Power BI, Real-Time Intelligence, Data Integration, Fabric Administration & Governance, Databases and Learning.
If you are accessing Power BI on a web browser version older than Chrome 94, Edge 94, Safari 16.4, Firefox 93, or equivalent, you need upgrade your web browser to a newer version by August 31, 2024 . Using an outdated browser version after this date, may prevent you from accessing features in Power BI.
New visuals in appsource, filter by powerviz, pie of pie by jta, drill down pie pro by zoomcharts, hierarchical bar chart, deneb: declarative visualization in power bi.
Ask copilot questions against your semantic model (preview).
We are pleased to announce that you can now ask Copilot for data from your entire semantic model in Desktop ! Just tell Copilot what you’re looking for, and Copilot will query your model to answer your question with a visual.
To use this new capability, you need to have the Preview feature for “ Copilot chat pane in report view” turned on. If you already have done this there is nothing else that you to need to utilize this new capability.
To find out more about how this feature works and the types of questions that are supported check out our previous blog post and documentation page .
Visual level format strings are here, providing you with more options to configure formatting. Originally built for visual calculations, the core ability that visual-level format strings provide is the ability to format visual calculations. Since visual calculations are not in the model, you could not format them, unless you were using them in data labels or in specific parts of the new card and new slicer visuals. With visual level format strings, you can!
Visual level format strings, however, are useful even without using visual calculations.
With the introduction of visual-level format strings, Power BI now has three levels for format strings:
These levels are hierarchical, with the model level being the lowest level and the element level the highest. A format string defined on a column, measure or visual calculation on a higher-level override what was defined on a lower level.
Since visual calculations are not in the model, they cannot have a format string set on the model level but can on the visual or element level. Measures and columns can have format strings on all three levels:
Level | Impacts | Available for | |
ELEMENT | Selected element of the selected visual | X | X |
Visual | Selected visual | X | X |
Model | All visuals, all pages, all reports on the same model | X |
The image below summarizes this and shows that higher level format strings override lower-level format strings:
Let’s look at an example using a measure.
I have a Profit measure in my model, which is set to a decimal number format. To do this, you might have set the formatting for this measure using the ribbon:
Alternatively, you could have made the same selections in the properties pane for the measure in the model view or entered the following custom formatting code:
If you put this measure on a visual it now returns a decimal number, as expected:
However, on a particular visual you want that measure to be formatted as a whole number. You can now do that by setting the format code on the visual level by opening the format pane for that visual and the Data format options found there under General:
Now that same measure shows as a whole number, but just on that visual:
On top of that, you might want to use a scientific notation for that measure but only in the data label on a particular visual. No problem, you set the format code on the data label for that measure:
So now the total shows in scientific notation, but only in the data label and not in other places (such as the tooltip as shown below). Notice how the element level format is used in the data label but the visual or model level format string is still used for the other elements in the same visual.
For visual calculations the same principle applies but of course without the model level. For example, if you have a visual calculation that returns a percentage, you can now format it as such using the Data Format options in the General on the visual in the format pane:
The ability to set visual level format strings makes it much easier to get the exact formatting you need for your visualizations. However, this is only the first iteration of the visual level format strings. We are planning to add the settings you’re used to for the model level format strings to the visual level soon.
Since visual level format strings are introduced as part of the visual calculations preview, you will need to turn on the visual calculations preview to use them. To do that, go to Options and Settings > Options > Preview features . Select Visual calculations and select OK . Visual calculations and visual level format strings are enabled after Power BI Desktop is restarted.
Please refer to our docs to read more about format strings or visual calculations .
We are excited to announce the general availability of Dynamic per recipient subscriptions for Power BI and paginated reports. Dynamic per recipient subscriptions is designed to simplify distributing a personalized copy of a report to each recipient of an email subscription. You define which view of the report an individual receives by specifying which filters are applied to their version of the report. The feature is now available in Sov. Clouds as well.
Connect to data that has recipient email, names or report parameters.
Then, select and filter data that you want in your subscription. You probably only want to send emails conditionally. To do that, you can filter the data in the “Filter” pane.
You can select the recipient email addresses and the email subject from the dataset that you connected to by selecting “Get Data”.
You can then map your data to the subscription.
Then schedule the subscription and save it.
The subscriptions will be triggered based on the schedule that you have set up. Personalized reports can be sent to up to a thousand recipients! Learn more about Dynamic per recipient subscriptions for Power BI reports, and paginated reports .
Do you have reports that are too large to be delivered by email? Do you have reports that are eating into your email in just a few weeks, or do you need you to move it to a different location? You can now deliver Power BI and paginated report subscriptions to OneDrive or SharePoint. With this capability, you can schedule and send full report attachments to a OneDrive or SharePoint location. Learn more about how to deliver report subscriptions to OneDrive or SharePoint .
Beginning the first week of August, desktop users should see a preview switch starting in SU8 to turn on the updated Save and Upload to OneDrive experience in Power BI. To enable this, navigate to the Preview features section of Options in Power BI. Users will then need to select “Saving to OneDrive and SharePoint uploads the file in the background”.
With these updates, we’ve improved the experience of uploading new Power BI files to OneDrive, and easily upload new changes in the background.
For uploading new files, after navigating to the correct location in the OneDrive file picker and saving, a dialog box appears while the file is being uploaded. The option to cancel the upload is there if needed. This dialog will only show up the first time a new file is uploaded to OneDrive.
Dialog for saving a new file to OneDrive.
When new changes are saved to a file uploaded to OneDrive, the top of the toolbar indicates that the new changes are also being uploaded to OneDrive.
Additional changes being uploaded in the background to the existing file.
If you click on the title bar flyout in the toolbar, you can also now access more information about the file. Clicking “View your file in OneDrive” will provide a direct link to where the file is stored in OneDrive.
Drop down including the link to the file in OneDrive.
We are introducing the data limit capability to help you manage performance issues. This feature allows you to set the maximum data load for a single session per visual displaying only the rows of data in an ascending order by default.
To use this feature:
The filter card features include:
Report consumers can see any data limits applied to a visual in the filter visual header, even if the filter pane is hidden.
Over the past few months, we have been fine-tuning the visual elements of your reports, including columns, bars, ribbons, and lines. We have given you the ability to craft these Cartesians with precision. However, we noticed that the legends and tooltips were not quite accurate .
With the latest update, the legend and tooltip icons will now automatically and accurately reflect per-series formatting settings, such as border colors, shapes, and line styles. This makes it easier to match series to their visual representations. Additionally, we have added consistency to how per-series formatting is applied to line charts, column/bar charts, scatter charts, and other Cartesian formatting options for common items like error bars and anomalies.
Check out the Reporting demos here:
Write DAX queries on your published semantic models with DAX query view in the web. DAX query view, already available in Power BI Desktop, is now also available when you are in the workspace.
Look for Write DAX queries on your published semantic model.
This will launch DAX query view in the web, where you can write DAX queries, use quick queries to have DAX queries written for you on tables, columns, or measures, or use Fabric Copilot to not only write DAX queries but explain DAX queries, functions, or topics. DAX queries work on semantic models in import, DirectQuery, and Direct Lake storage mode.
Write permission, that is permission to make changes to the semantic model, is currently needed to write DAX queries in the web. And, the workspace setting, User can edit data models in the Power BI service (preview) , needs to be enabled.
DAX query view in the web includes DAX query view’s way to author measures. Define measures with references, edit any of them, and try out changes across multiple measures by running the DAX query, then update the model with all the changes in a single click of a button. DAX query view in web brings this functionality for the first time to semantic models in Direct Lake mode!
If you do not have write permission, you can still live connect to the semantic model in Power BI Desktop and run DAX queries there.
Try out DAX query view in web today and learn more about how DAX queries can help you in Power BI and Fabric.
Check out a Modeling demo here:
Narrative visual with copilot available in saas embed.
We are excited to announce that the Narrative visual with Copilot is available for user owns data scenarios (SaaS) and secure embed. This means when a user embeds a report containing the narrative visual in a solution where users must sign in – they will now be able to the visual refresh with their data. The first step on our Copilot embed journey!
When you embed a Power BI report in an application in the “embed for your organization” scenario, it allows organizations to integrate rich, interactive data visualizations seamlessly into their internal tools and workflows. Now this solution supports the Copilot visual. A sales team might want to embed a Power BI report in their internal CRM application to streamline their workflow. By integrating sales performance dashboards directly into the CRM, team members can easily monitor key metrics like monthly sales targets, pipeline status, and individual performance, without switching between different tools. This integration enables quicker access to actionable insights, helping the team make informed decisions, identify trends, and react swiftly to market changes, all within the secure environment of their organization’s data infrastructure.
Supported Scenarios:
Unsupported Scenario:
To get this set up, there are a few steps to follow – so make sure to check out the documentation . Embed a Power BI report with a Copilot narrative visual – Power BI | Microsoft Learn
You will need to Edit your Microsoft Entra app permissions to enable the embedded scenario to work.
From here you’ll need to add the MLModel.Execute.All permission.
Check out the documentation for additional details.
Check out an Embedded Analytics demo here:
Icon Map Pro hi-chart Reporting Studio Water Cup Performance Flow – xViz Sunburst by Powerviz Zebra BI Tables 7.0 Enlighten Storyteller Inforiver Writeback Matrix Drill Down Pie PRO (Filter) by ZoomCharts (microsoft.com) Spiral Plot By Office Solution Polar Scatter Plot By Office Solution Hanging Rootogram Chart for Power BI Bar Chart Run Time Convertible Scatter Plot Circular Dendrogram Chart for Power BI Barley Trellis Plot By Office Solution Connected Scatter Plot Chart For Power BI Dot Plot Chart by Office Solution Voronoi Diagram By Office Solution Fish Bone Chart for Power BI Icon Array Chart for Power BI
Image Skyline StackedTrends Visual Bubble Diagram Chord Diagram Non-Ribbon Chord Diagram
Powerviz Filter is an advanced Power BI slicer (Free Visual) that applies a page-level filter to the data. It stands out for its user-friendly design and customization flexibility, with developer-friendly wizard.
Key Features:
Other features included are Import/Export Themes, Interactivity, Filter Style, and more.
Business Use-Cases:
Sales Analysis, Marketing Performance tracking, Financial Monitoring
🔗 Try Filter Visual for FREE from AppSource
📊 Check out all features of the visual: Demo_file
📃 Step-by-step instructions: Documentation
💡 YouTube Video: Video_Link
📍 Learn more about visuals: https://powerviz.ai/
✅ Follow Powerviz : https://lnkd.in/gN_9Sa6U
Slice to Spice: Transform your Pie Chart by Clicking! Dive deeper with a click, creating a new pie!
Pie of Pie by JTA – a Data Scientist’s Visualization Tool
Slice, Click, Reveal: Explore Deeper Insights with Our Interactive Pie Chart Visual for Power BI!
A Power BI custom visual that enables the creation of a hierarchical representation within a Pie Chart. With a simple click, you can effortlessly delve into detailed categories, offering a seamless and visually intuitive way to unveil multi-level insights in a single view.
Experience the convenience of interactive data analysis, where each slice of the initial pie chart acts as a gateway to deeper layers of information. Whether you’re dissecting population demographics, dissecting sales performance, or analysing product distribution, Pie of Pie offers a seamless and visually intuitive solution.
Download Pie of Pie by JTA for free: AppSource
Try Pie of Pie by JTA: Demo
Youtube video: Youtube
Learn more about us: JTA The Data Scientists
Everyone knows what a pie chart is – for centuries, it has been the most popular way to visualize data. But what makes Drill Down Pie PRO special is the incredible amount of flexibility it offers to creators. Enjoy a wide range of customization features (colors, fonts, legends, labels, and more), create up to nine levels of drill down hierarchy, and declutter the chart with an interactive ‘Others’ slice that users can expand with just a click.
What’s more, this visual can be more than just a pie chart – it can be an interactive navigation tool for the entire report. When the user selects a slice or drills down, it will cross-filter other visuals on the report, instantly revealing focused insights. Create faster, more intuitive, and more insightful reports with ZoomCharts!
Main Features:
🌐 Get Drill Down Pie PRO on AppSource
Product Page | Documentation | Follow ZoomCharts on LinkedIn
Hierarchical bar chart displays hierarchical data (different fields having parent/child relationship) in the form a bar/column chart with +/- signs to view/hide details or child elements.
A new feature was added to the visual in Jun 24 whereby the users can display CAGR between the 2 values by clicking the bars one after another (after turning on “CAGR” from format pane).
This visual has the following key features.
1) Expand/ Collapse bars using (+/-) buttons
2) Show variance between bars
3) Show CAGR between bars
4) Drag the bars for custom sorting
5) Click on legends to drill down/up to any level
6) Show targets
Watch a demo of these features in short video below
https://www.youtube.com/watch?v=kOcs5RNY-Zs
Download this visual from APPSOURCE
Download demo file from APPSOURCE
For more information visit https://www.excelnaccess.com/hierarchical-barchart/
or contact [email protected]
Deneb is a free and open-source certified custom visual that allows developers to create their own highly bespoke data visualizations directly inside Power BI using the declarative JSON syntax of the Vega or Vega-Lite languages.
This is like the approaches used for creating R and Python visuals in Power BI, with the following additional benefits:
📢Our latest version brings many of our top requested new features to the development experience, including:
We have many other enhancements in this release, and you can find out more about how these can help you and your readers by:
We announced the ability to create paginated reports from Power BI Report Builder by connecting to over 100 data sources with the Get Data experience. You can learn more about Connect paginated reports to data sources using Power Query (Preview) – Power BI | Microsoft Learn. You no longer need to share the shareable cloud connection. You only need to share the report and ensure that those consuming the report have access to view the report. This update will be rolling out in the coming weeks.
We hope that you enjoy the update! If you installed Power BI Desktop from the Microsoft Store, please leave us a review .
As always, keep voting on Ideas to help us determine what to build next. We are looking forward to hearing from you!
BMC Medical Education volume 24 , Article number: 932 ( 2024 ) Cite this article
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The authors had previously developed AnaVu, a low-resource 3D visualization tool for stereoscopic/monoscopic projection of 3D models generated from pre-segmented MRI neuroimaging data. However, its utility in neuroanatomical education compared to conventional methods (specifically whether the stereoscopic or monoscopic mode is more effective) is still unclear.
A three-limb randomized controlled trial was designed. A sample ( n = 152) from the 2022 cohort of MBBS students at Government Medical College, Thiruvananthapuram (GMCT), was randomly selected from those who gave informed consent. After a one-hour introductory lecture on brainstem anatomy and a dissection session, students were randomized to three groups (S – Stereo; M – Mono and C – Control). S was given a 20-min demonstration on the brainstem lesson module in AnaVu in stereoscopic mode. M was given the same demonstration, but in monoscopic mode. The C group was taught using white-board drawn diagrams. Pre-intervention and post-intervention tests for four domains (basic recall, analytical, radiological anatomy and diagram-based questions) were conducted before and after the intervention. Cognitive loads were measured using a pre-validated tool. The groups were then swapped -S→ M, M →S and C→S, and they were asked to compare the modes.
For basic recall questions, there was a statistically significant increase in the pre/post-intervention score difference of the S group when compared to the M group [ p = 0.03; post hoc analysis, Bonferroni corrections applied] and the C group [ p = 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. For radiological anatomy questions, the difference was significantly higher for S compared to C [ p < 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. Cognitive load scores showed increased mean germane load for S (33.28 ± 5.35) and M (32.80 ± 7.91) compared with C (28.18 ± 8.17). Subjective feedbacks showed general advantage for S and M compared to C. Out of the S and M swap cohorts, 79/102 preferred S, 13/102 preferred M, and 6/102 preferred both.
AnaVu tool seems to be effective for learning neuroanatomy. The specific advantage seen when taught with stereoscopy in basic recall and radiological anatomy learning shows the importance of how visualization mode influences neuroanatomy learning. Since both S and M are preferred in subjective feedbacks, these results have implications in choosing methods (stereoscopic – needs 3D projectors; monoscopic – needs web based or hand-held devices) to scale AnaVu for anatomy teaching in medical colleges in India. Since stereoscopic projection is technically novel and cost considerations are slightly higher compared to monoscopic projection, the specific advantages and disadvantages of each are relevant in the Indian medical education scenario.
Peer Review reports
Neuroanatomy is considered by learners as both a fascinating and yet a daunting subject when compared with other anatomy topics, such as musculo-sketetal, gastrointestinal, cardiovascular, respiratory and pelvic-reproductive anatomy [ 1 ]. It is complex because of inherent spatial intricacies and numerous terminologies [ 2 ] and requires strong spatial reasoning and abstract mental visualization to master it [ 3 ]. This skill, referred to as spatial anatomy learning, is usually dependent on a learner’s spatial ability [ 4 , 5 ], and can affect learner’s performance in assessments [ 6 ]. Though it is often taught during dissection with simple 2D sections of human donor brain [ 7 , 8 ], learning neuroanatomy requires students to “reconstruct” complex 3D mental images from these sections [ 9 ]. For instance, neuroanatomy of brainstem, in particular is difficult to conceptualize due to close proximity of diverse structures (nuclei and tracts), a relatively small volume of tissue [ 3 , 10 ] and difficulty in visualization of the internal features of brainstem despite its clinical importance [ 1 ].
This complexity of learning neuroanatomy is a significant contributor to ‘Neurophobia’ [ 11 ], the fear of learning neural sciences, a term introduced to medical literature in the 1990s. This global phenomenon has effects even on career choices, which creates a negative impact on delivery of neurological healthcare, particularly in India [ 9 ]. One of the goals of the Indian anatomy teacher will be to modify the ‘neurophobia’ of students to ‘neurophilia’ (love for neural sciences; ‘philia’ is the Greek for love or affection) [ 9 , 12 ]. The two hurdles that anatomists face in neuroanatomy teaching in India are—the shrinking time allocation for neuroanatomy [ 2 ] and the problem of students’ difficulty to “mentally convert” the 2D structures to 3D structures and vice-versa [ 2 ]. The examination patterns in India, and hence most of the textbooks in neuroanatomy, demand that students prove their 2D perception, but unfortunately, the emphasis on spatial understanding is not catered to [ 2 ]. There have been diverse attempts to simplify learning complex neuroanatomical areas like the brainstem [ 13 , 14 , 15 ]. To enhance teaching–learning effectiveness, devising innovative technological solutions to aid the student’s process of creating mental 3D images from sections has also been suggested in the global and Indian medical education context [ 2 , 9 ].
Though anatomy curriculum has classically followed a combination of lectures and human donor dissections, in the current era, the best teaching model is said to be one where human donor dissection and radiologic imaging are incorporated [ 16 ]. The gains of radiology integration to anatomy are multifold with better clinical application of anatomy, increased interest of students in anatomy and eventually better radiological interpretation during their practice [ 17 ]. It is suggested that familiarizing students with radiological images earlier on, in their medical education, can significantly improve the student’s ability to learn neuroanatomy [ 18 ]. Complementing dissection with radiological anatomy can also help students develop spatial reasoning skills [ 19 ].
Stereopsis is a binocular sensory phenomenon and is the result of a slight disparity of visual perception of both eyes [ 20 ]. Stereopsis plays a key role in spatial understanding by providing depth cues for the viewer. Some studies have indicated that the learning advantage of a simple physical object (e.g., a dissection specimen, a manikin or an anatomical model of an organ) is mainly due to the stereoscopy offered by it, which highlights the central relevance of stereopsis even in a physical laboratory experience [ 21 ]. Stereoscopy is utilized in dissection lab specimens or manikins, as these are usually within one’s personal space, which is considered as the “zone immediately surrounding the observer’s head, generally within arm’s reach and slightly beyond, within a 2 m radius which is considered quite personal” [ 20 ].
Stereopsis can be utilized in 3D visualization technologies by presenting two 2D images in a slightly shifted manner to the two eyes, creating the binocular disparity. Different methods can be utilized for this purpose, including active stereopsis where there is dual projection to the eyes, but no depolarization. Here head gear devices such as Oculus Rift™ through virtual reality [ 22 ] or Microsoft HoloLens™ through interactive augmented reality [ 23 ] are used. These provide excellent stereoscopic imagery and an immersive experience. These methods are limited, however, by the fact that they are suitable for a single or at most a few students and are expensive [a high-end VR hardware, computer and headset costing nearly $3000 (INR ~ 2.5 Lakhs)] [ 24 ]. This is not typically suitable (economically and logistically) for a large group teaching setting typically seen in the Indian medical education context [ 25 ] or other similar low- and middle-income country settings [ 26 ].
Another method is using 3D polarizing glasses, where the basic mechanism is that the 3D polarizing glasses would “organize” the polarization given by the projectors and the silver screen, like the one used here in AnaVu (vide infra). This is known as passive stereopsis (double depolarization for each eye) and the observer’s visual perception interprets the two images as a single 3D image. Here, the limiting factor is only the need for specialized projection systems (stereoscopic projection), as it cannot be displayed on normal projection systems.
Although such constraints are a reality, having a stereo display creates an advantage of delivering stereopsis to the Action space – a circular region of radius 2 m to 30 m, beyond the personal space of the learner (vide supra) [ 20 ]. This opens up an avenue to teach a larger audience. Stereoscopic visualization has advantages in any field where spatial anatomical understanding is critical [ 27 ], and hence, this can be a potential scalable solution to the problem of teaching spatial anatomy to a large cohort of medical students.
On the other hand, monoscopy is the presentation of the same image in front of each eye. This is what is seen in a routine projection of images, videos or animations, using classic projectors on a flat screen, which are almost universally available in academic institutions. Although monoscopic presentations do not give depth perception, some static images (e.g., 3D computer models, artistic renderings in anatomy diagrams) may sometimes offer monoscopic cues for minor depth perception [ 28 ]. In videos, animations or interactive 3D models, these monoscopic cues may further include perspective projection, shadings, occlusion, motion perspective, and familiar size [ 20 , 29 ]. Hence, there is a need for evidence as to whether monoscopic mode is as good as stereoscopic mode or whether stereoscopy has definite advantages. This can have implications on how a 3D visualization tool like AnaVu (vide infra) needs to be scaled for better learning experience.
Any multimedia tool in anatomy needs to effectively impact on cognitive loads and instructional design can be conducted in accordance with it [ 30 ]. Cognitive load theory (developed by Sweller in 1980s [ 31 ] and later revisited by Meyer [ 32 ]), is concerned with creating scientifically sound instructional design that will be congruent to the dynamics of the human cognitive system dealing with memory. As new information is always processed by the limited working memory, mediating cognitive load should be in mind when designing a multimedia content in anatomy for the purpose of teaching [ 30 ]. They further mention that measurement of cognitive loads of such tools enables it to developers and engineers to design effective and efficient multimedia learning environments and thus is relevant for the new tool AnaVu (vide infra) [ 33 ]. As per the cognitive load theory, an instruction imposes three types of cognitive loads on a learner’s cognitive mechanism – the intrinsic load (IL), the extrinsic load (EL) and the germane load (GL). The IL is influenced by the learner’s prior knowledge and the inherent complexity of the task and is not generally dependent on the instructor or the mode of the instruction. GL also known as generative load is concerned with mental organization of learned material, integration with the students mental schema, and pre-existing knowledge [ 30 ]. The EL or extraneous load contains materials, approaches of the educator that does not consider the limitations of the learner’s working memory limitations. EL thus will lead to learner confusion along with frustration. Components of instructions that are beneficial generally increase the GL, and features that are not beneficial increase the EL. The goal of an educator while designing their lesson would be to moderate the IL, reduce the EL and encourage learning environments to increase GL. This applies while designing an anatomical multimedia [ 30 ]. If IL is optimal (which means the right complexity of the task to the right learner) and EL is low, learners can impose GL and engage in activities that elaborate their knowledge and facilitate learning [ 34 ]. To summarize – Less is always more – less cognitive load, means more learning [ 30 ].
The authors had previously developed a ‘homegrown’ tool – AnaVu , a scalable solution for visualizing stereoscopic images of anatomical 3D models suitable for low resource settings. The tool has a software-graphic interface for the teacher to operate on and a hardware capable of stereoscopic visualization, which consisted of two HDMI outputs (Fig. 1 a). These outputs channel two separate images for projection to two projectors stacked one above the other in a metallic projector cage (see Fig. 1 b). These had polarization filters in front of the projectors which could project two images with binocular disparity to simulate stereopsis on a silver screen (Fig. 1 c). The teacher and the students could visualize the 3D model on the silver screen using 3D glasses, in a dark room setting (passive stereopsis – vide supra). These 3D models were pre-segmented from MRI images (by manual and automated segmentation), which involves identifying and separating distinct subsections of the anatomy based on grayscale values in a particular voxel (3D equivalent of a pixel in a 2D image) and a knowledge of the anatomical structure and its location [ 35 ] as done in other studies [ 36 ]. More technical details of the segmentation and the projection system can be seen in [ 37 ]. AnaVu can be used to give a comprehensive experience of learning anatomy visually by presenting surface features of segmented modes as in solid anatomical models. 3D spatial understanding can also be cultivated as radiological anatomy is also simultaneously presented in orthogonal MRI sections similar to “The Divisible Human” model reported by Rizzolo et al. [ 38 ]). The features of AnaVu are shown in Figs. 2 and 3 , in the visualization of brainstem.
Hardware of AnaVu . a Showing the dual output through HDMI from the CPU used for the AnaVu software system. b Showing the two projectors stacked one above the other, mounted within a projector cage. Polarization filters are also seen in front of the projectors. c Showing the silver screen used for the stereoscopic projection
Screenshots from AnaVu user interface. a Shows the graphic user interface of AnaVu , which consists of 3 main vertical panels. The basal ganglia and the ventricles are visualized in the middle and right panels. Left panel shows the ‘buttons’ and controls for selecting lessons, structures, modifying opacity, and selecting monoscopic or stereoscopic visualisation modes. Middle panel shows the 3D viewport for 3D image demonstration. Right panel shows the three canonical 2D sections (axial, coronal, and sagittal sections of T1-MRI images) in that order from top to bottom, and the 2D sections of the 3D model (shown in the middle panel) colored correspondingly. These sections are scrollable by cursor. b Shows the right globus pallidus (pallidum) being selected when the label pops up
Figure panel showing the functionalities of AnaVu . a Showing a 3D right antero-lateral view of the brainstem and spinal cord along with its different parts highlighted using distinct colors. b Showing an MRI of the axial section of the brainstem at the level of midbrain in the central panel with the 3D image of the same in the right panel. c Showing a 3D postero-supero-lateral view of the midbrain and pons. Better visualisation of the internal structures has been ensured by the reduction of opacity of the gross framework of midbrain. d Showing the 3D posterior view of the pons and medulla. Opacity of the part of pons and medulla has been reduced to show the internal structures. (The above pictures are screenshots from AnaVu . All labellings in this figure have been made using Adobe Photoshop)
During its development, scaling of the tool as a large group teaching aid (in stereoscopic mode) and also for possible self-directed learning (in monoscopic mode) was in mind. Hence AnaVu was equipped with a feature to shift between a stereoscopic and monoscopic modes of visualization. Parallel to the present study, utility of AnaVu stereoscopic tool from a teacher’s perspective was evaluated among a small cohort of Anatomy teachers [ 39 ]. Though it indicated general appreciation and utility in teaching spatial anatomy, there were also critical feedback such as lack of interaction with students, eye strain and need for training, when using stereoscopic mode.
The graphic user interface of AnaVu was designed in such a way that it has functionalities aiding effective anatomical pedagogy. It was a three-panel design with a 3D viewport in its center (see Fig. 2 ), which allowed for selection of an object, a free trackball rotation, zoom in/out, and panning (see Fig. 3 ). In the right panel, there were three canonical section (sagittal, axial and coronal) MRI images (each containing an image stack). The image stack could be surveyed by scrolling in that image/sliding the slider on the right panel. The planes of these sections were also present in the 3D viewport. This gave the teacher and the student the option to understand the correlation between the 3D model and the 2D MRI section (see Fig. 2 ). If the teacher wished to lay focus on the MRI section image, then that could be swapped with the image on the central 3D viewport. This option was created because neuroanatomy is often taught through sections. In the left panel, there were the list of structures, controls and ‘buttons’ for selecting lessons, selecting/deselecting planes, manipulating opacity, and switching to canonical anatomical views (Left/Right, Superior/Inferior, Anterior/Posterior). There were also options to select objects and reduce opacity to “see through” or “within” a structure (See Fig. 3 ). An exemplar video on how this tool can be used in teaching is made available on YouTube ( https://youtu.be/Q_T-vY9Kli8?si=A0SKbZRFKG8aL1I7 ).
AnaVu has a labelling option where you can click on any object that you see in the 3D viewport which will show the structure highlighted in the 3D viewport with a label popped up (See Fig. 2 , where globus pallidus is clicked and the label comes up). And the relations with the putamen laterally can be visualized in the 3D viewport as well as the sections.
AnaVu also provides a feature to switch between a stereo mode and a mono mode making it suitable for settings where the stereoscopic projection system is not feasible. This gave the teacher the freedom to teach using AnaVu along with a regular PowerPoint presentation or to have a standalone stereoscopic presentation.
Though these functionalities seem promising, the utility of such a tool, compared to traditional methods in anatomical pedagogy is not known in a large group setting. Since 3D graphic models in monoscopy can have some depth cues, as mentioned before, it is also not known whether that would suffice to improve spatial learning. Hence, the possibility of spatial learning of a 3D model projected non-stereoscopically (monoscopy) needs to be understood. Moreover, if monoscopic visualization of the 3D model is more or even as effective as stereoscopic visualization of the same model, then the translation of the model into web-based platforms will be useful, as it can be visualized in hand-held devices. It is also interesting to know, as these tools are made from radiologic (MRI) resources, whether these can be used to teach important domains like basic recall and higher analytical learning, its role in teaching radiological anatomy and its impact on diagram-based questions (common in Indian examinations). The impact on cognitive load while teaching with AnaVu is also unknown. Hence the authors explored the broad research question “Is teaching using AnaVu helpful in Anatomy learning in Indian medical education”.
Specifically, the research questions we explored were:
Is using AnaVu tool better than traditional teaching methods?
If so, does stereoscopic projection have an advantage over monoscopic projection?
Within four general domains of anatomy (vide infra – Methods), (e.g., basic recall, analytical learning, radiologic anatomy, and diagram-based questions) are these specific domains influenced by teaching with AnaVu ?
How do the students’ perceived cognitive loads vary between the three types (stereoscopic, monoscopic, and traditional) teaching?
If monoscopic and stereoscopic models were presented to a student, what would the student prefer?
A three-limb randomized controlled trial was designed and submitted before the Institutional Review Board and Human Ethics Committee of Government Medical College, Thiruvananthapuram (GMCT). The HEC gave a letter dated 02.07.2019 stating that the study is exempted from review, based on the 2017 ICMR guidelines, as it is a study assessing educational techniques in medical students.
The 2022 cohort comprising of 250 first-year MBBS students of GMCT was informed about the study. We follow a dissection-based regional anatomy course. The students had completed upper limb, lower limb, thorax and had started head and neck anatomy. They had not yet started the neuroanatomy module and could be considered as new to the neuroanatomy topic. An information handout and a consent form were provided, which they had to sign and return if they consented (Supplementary material 1). From those who consented (224 out of 250), 152 students were selected using simple random sampling. The random number tables were generated by Microsoft Excel for the study. The students age and sex were collected using a Google Form distributed to the study participants. The 152 students were later randomized to three groups for the intervention (See Study procedure below).
The basic anatomy of the brainstem and the main cranial nerve nuclei were taken as the lesson for the study. The rationale for selecting this topic was the following:
It is a relatively smaller area in the brain but is highly clinically relevant. It is also difficult to understand spatially. There are numerous complicated anatomical terms (tectum, tegmentum, mesencephalic nucleus of trigeminal, facial colliculus) in the brainstem, which adds to the difficulty in recalling. The brainstem is classically taught by studying 2D sections of different levels (e.g., upper midbrain, lower pons, upper medulla). Correlating 2D sections with 3D mental images is quite spatially complex, especially for the internal architecture of the brainstem [ 3 ]. Correlation of the 2D sectional image with the 3D spatial model is needed to understand the radiological anatomy and interpret lesions in a clinical setting.
The pre-intervention (Pre-Test) and Post-intervention test (Post-Test) (See Supplementary material 2) were applied before and after the intervention, respectively. The duration of each test was 20 min. The questionnaire was designed to incorporate questions from different areas taught in the lecture, dissection and intervention sessions. The maximum possible score was fixed as 35.
The pre-test and post-test had 4 domains (see Supplementary material 2 for questions).
Basic recall questions (qn no. 1 – 4) – Maximum possible score was 11
Analytical questions (qn no. 5 – 7)—Maximum possible score was 11
Radiologic anatomy-based questions (qn no. 8 – 11)—Maximum possible score was 8
Diagram-based questions (qn. No. 12 – 13)—Maximum possible score was 5
Pre-test and post-test questionnaire were designed by the authors (divided to four teams for each domain) and face validated by the senior professors of the Anatomy department. This was done similar to the approach done by other studies evaluating 3D teaching tools in anatomy education [ 40 ]. The questions had explored various levels of Bloom’s taxonomy of inquiry. A modified Bloom’s taxonomy category was mapped by two authors and a consensus was calculated (similar to Palmer et al. [ 41 ]) for these four domains and are presented in Fig. 4 . As the students were naive considering the neuroanatomy topic being taught, the pre-test and post-test were designed to be the same.
Number of questions of various domains (indicated as colors) at different Modified Bloom’s (MB) Taxonomy (consensus between two authors)
The perceived cognitive loads by students was assessed based on a tool by Leppink et al. [ 34 ] with a minor adaptation to suit the current teaching experiment. This minor adaptation was done as the original tool was designed for statistics education and is permitted [ 34 ]. The tool consisted of 10 questions (see Supplementary material 3), with the first three questions (il1, il2 and il3) indicating the IL; the next three questions (el1, el2 and el3) indicating the EL; and questions 7–10 (gl1, gl2, gl3 and gl4) indicating the GL. They were given this instruction in the material “Please respond to each of the questions on the following scale (0 meaning not at all the case and 10 meaning completely the case)”, as indicated in source [ 34 ].
A subjective feedback questionnaire that contained 12 specific questions and a section to give open comments was used. For the 12 specific questions, a five-point Likert scale was used to obtain student ratings, with 1 indicating “strongly disagree” and 5 indicating “strongly agree”. The first five questions were adapted from the tool used by Codd and Choudhury [ 40 ], which was to assess a virtual reality tool for forearm anatomy compared to the traditional method. The questions asked whether it was enjoyable (Q1), relevant (Q2), useful (Q3), well presented (Q4) and whether they would like to see a similar resource in future (Q5). It was aimed at understanding the general appreciation of the tool. The next five questions were adapted from the tool used by Maresky et al. [ 42 ], to assess a virtual reality tool for cardiac anatomy. It tried to explore whether it reinforced their anatomy knowledge (Q6), enhanced their anatomy integration skills (Q7), improved visuo-spatial skills (Q8), assisted in appreciating size differences (Q9) and anatomical relationships (Q10) of different structures. The last two questions were negatively worded so as to break up a response pattern in which participants typically answer positively or negatively to all items in the survey questionnaire. They were asked whether the tool distracted their learning (Q11) or whether it was confusing (Q12). In addition to these specific questions, there was also an option to provide open comments by asking them to write “Any specific comments about the Demonstration”. The questionnaire is shown in Supplementary material 4.
The educational session lasted for 2 days (see Fig. 5 for the underlined parts in the text below).
On Day 1 , the students were given a briefing and then a 20-min pre-test , which was then followed by an introductory lecture on the brainstem, for 40-min duration. The lecture was a usual didactic lecture and introduced the basics of brainstem anatomy (the parts – medulla, pons and midbrain and their subdivisions) including their relations. The parts and terminologies were introduced. The cranial nerve nuclei present withing the brainstem were also taught in the lecture. All were taught using PowerPoint projected 2D slides. The slides contained text and gross anatomy whole specimen images, section images, diagrams and MRI images (axial and sagittal cuts of brainstem region). They were then given a demonstration of dissection specimen of the brainstem, for 20 min using a document camera. The surface features that is seen on the medulla, pons and midbrain both from ventral and dorsal aspects were demonstrated to students. Visibility was ensured using a document camera, which is routinely used at GMCT for demonstration of smaller structures in dissection to a larger group. Both the lecture and the dissection demonstration were conducted by a single teacher.
Based on the first intervention they would receive the next day, the student groups were named S, M and C, representing Stereoscopy (S), Monoscopy (M) and Control (C), respectively. The 152 students were randomized into the three groups by allocating the first 51 of the random numbers (generated earlier for selecting the sample) to S, the next 51 of the random numbers to M and the next 50 to C (see Fig. 5 ).
On Day 2 , the S, M and C groups assembled at three separate venues ( See Hybrid Fig. 6 ). The teaching sessions were instructor led demonstrations.
Certain steps were taken for the intervention sessions to ensure uniformity in the content being taught in the three groups.
◦ A teaching script was prepared earlier to make the teaching content as similar as possible. The content delivery was validated for consistency by six senior students, two in each venue.
◦ All the intervention sessions (S,M and C) were conducted by another teacher, different from the teacher who took the lecture and dissection demonstration
◦ The time of each session (20 min) was monitored and strictly adhered to.
After this, the students were given a post-test and a perceived cognitive load assessment questionnaire (Supplementary material 3) and a subjective feedback form (Supplementary material 4).
A 15-min break was given.
After this, the students were swapped , similar to the pseudo-cross over mentioned in Cui et al. (2017) [ 43 ]. The students had to change the venues to attend the respective sessions. The S group moved to the venue where a mono demonstration was given, the M group moved to stereo demonstration, and the C group moved to a stereo demonstration (see bottom of Fig. 4 ). The timings were coordinated by the senior students. Participant students were informed that this was essentially a “replay” of the previous session they had had, but using a different teaching modality (M given Stereo, S given Mono and C given Stereo). They were informed that this was done to allow a comparison of the two methods and know their preference. After the session, they were given a survey questionnaire for knowing their preference (e.g., the SM swap group was given Supplementary material 5).
Students were thanked for participation, and light refreshments were provided.
Flow diagram depicting the sequence of the current study protocol. S, stereoscopy; M, monoscopy; C, control. Weighing scales at the bottom indicates that those students were allowed to compare the S to M (limb 1); M to S (limb 2); and C to S (limb 3) and tell what they preferred in the survey questionnaire that was given
Hybrid table showing different interventions. The second column of the panel contains the photographs - a , b and c from sessions that were held for the three groups – S,M and C respectively
Demographical details were analysed. To know whether there was a statistically significant different in age and sex categories among the three groups an ANOVA test and a Chi-square (χ 2 ) test was performed. Pre-test and post-test were evaluated by the authors following an answer key, prepared by themselves and face validated by the senior professors of the Anatomy department. The quantitative data were entered in Microsoft Excel for Windows and imported to SPSS Statistical package, version 25.0 for Windows (IBM Corp., Armonk, NY) for analysis. Since the three modes of demonstrations needed to be compared for its effectiveness, the difference (increase or decrease) [Post-test (minus) Pre-test scores] of each person was calculated. Analysis of Variance test (ANOVA) was performed to detect any statistically significant difference in mean scores among groups. Statistical limit was fixed as p < 0.05. If a significant difference was found on the ANOVA test, post hoc tests with Bonferroni corrections for multiple comparisons were performed to identify the pairs that had a statistically significant difference. Cohen’s d was calculated (M 1 -M 2 /SD pooled ) to determine the effect size to measure the quantum of the difference between a pair (In this formula, M 1 and M 2 stands for Mean of each group in the pair and the SD pooled is the combined SD of the pair). The effect sizes were interpreted as small ( d = 0.2), medium ( d = 0.5) and large ( d = 0.8), as per previous reports [ 44 ].
Cognitive loads (IL, EL and GL) of the three groups were also compared using ANOVA test. For analysis of the subjective feedback questionnaire (12 items), the mean and standard deviation of the response of each item were calculated and compared among the three groups using ANOVA test. Graphs were generated using SPSS Statistical package, version 25.0 for Windows (IBM Corp., Armonk, NY) and draw.io ( https://app.diagrams.net/ ) webpage.
Demographics.
The mean age (± SD), male to female ratio and the first quarterly examination scores of the whole sample of students are shown in Table 1 .
The age of the groups was found to be statistically similar among the groups ( p = 0.76; ANOVA test); and sex were also similar among the groups ( p = 0.504; Chi-square (χ 2 ) test). The first quarterly examination out of 100 also did not show statistically significant difference ( p = 0.839; ANOVA test) among three groups. Hence the three groups were demographically comparable.
The maximum possible score of the pre-test was 35. The total pre-test scores did not differ among groups (S, M and C), as shown by statistical analysis (Table 2 , Row 1; p value = 0.947; ANOVA). The maximum possible score of the post-test was also 35. All the three modalities of teaching S, M and C showed statistically significant increase in scores from pretest to post test (Table 2 , Row 1, p values < 0.001; Paired t test). The total post-test scores did not differ among groups, as shown by statistical analysis (Table 2 , Row 2; p = 0.233, ANOVA). The difference between the total post-test and pre-test scores, which indicates the increase/decrease in the students’ understanding, also failed to show a statistically significant difference among groups (Table 2 , Row 3; p = 0.226, ANOVA).
Domain-specific analysis indicated statistically significant difference among groups in the basic recall domain (Table 3 ; Row 1; p value = 0.001; ANOVA). The difference was statistically significant between the Stereo and Mono pair [S. Recall Mean = 5.35 (± 2.83) vs M. Recall Mean = 3.97 (± 2.83); p value = 0.03; post hoc tests, Bonferroni corrections applied] as well as between the Stereo and Control group pair [ S. Recall Mean = 5.35 (± 2.83) vs C. Recall Mean = 3.32 (± 2.33); p value = 0.001; post hoc tests, Bonferroni corrections applied].
A statistically significant difference was also noted in radiology-based questions in the test (Table 3 ; Row 3: p value < 0.001; ANOVA). The difference was statistically significant between the Stereo and Control pair [S. Rad Mean = 4.68 (± 1.69) vs C. Rad Mean = 3.14 (± 2.02); p value < 0.001; post hoc tests, Bonferroni corrections applied] and between the Mono and Control pair [M. Rad Mean = 4.09 (± 2.09) vs C. Rad Mean = 3.14 (± 2.02); p value = 0.046; post hoc tests, Bonferroni corrections applied].
There was no statistically significant difference in the scores of analytical questions or diagram-based questions (Table 3 ; Rows 2 and 4).
The perceived cognitive loads by the students showed a statistically significant difference among the groups for germane cognitive load (GL) (Table 4 , Row 3; p value = 0.001; ANOVA). The difference was statistically significant between the stereo and control pair [S. GL Mean = 33.28 (± 5.35) vs C. GL Mean = 28.18 (± 8.17); p value = 0.002; post hoc tests, Bonferroni corrections applied] and mono and control pair [M. GL Mean = 32.80 (± 7.91) vs C. GL Mean = 28.18 (± 8.17); p value = 0.005; post hoc tests, Bonferroni corrections applied]. There was no statistically significant difference among groups in intrinsic (IL) and extrinsic loads (EL).
The subjective feedback questionnaire mean responses on the 5-point Likert scale are shown in Fig. 7 (error bars indicate standard deviation). S and M showed a higher mean response in the first 10 statements. The ones that showed statistically significant differences among the groups (as per ANOVA) are shown with a red star. Two red stars beside the comments (see Fig. 7 ; statement numbers 1, 3, 6, 7, 8, 9 and 10) indicate statistically significant differences for S when compared to C and for M when compared to C. A single star indicates a statistically significant difference for S when compared to C (see Fig. 7 ; Qn 5).
Graphical representation of the mean values of the 5-point Likert scale responses to statements as part of subjective feedback. Bars—Purple for Stereo, Blue for Mono, and Green for Control—show the mean values. Error bars are also shown (± SD). The statements with *Only S had statistically significant difference from C; **Both S and M had statistically significant difference
In the stereo-mono-swapped pooled cohorts (total 102; SM: 51 participants and MS: 51 participants), when they were asked about which mode would be preferred, through the survey questionnaire, 79/102 preferred S, 13/102 preferred M and 6/102 preferred both.
The current study sheds light on the pedagogical advantages of a newer ‘homegrown’ developed technology for visualizing anatomy in Indian anatomy education scenario and provides insights into the merits and demerits of the technology through the comments of the students. The teacher’s feedbacks on using AnaVu has been recently published (64) and it indicated general appreciation and advantages for teaching spatial anatomy but also some critical disadvantages for teachers while using the S mode due to lack of interaction with students in a darkened room, eye strain and need for the user interface training for teachers. In time, resource and technology constrained settings, the specific advantage and disadvantage of a new tool, such as AnaVu , should be revealed and convincing for teachers and students to implement such a technology for better neuroanatomy learning [ 2 ].
Here, the pretest scores (Table 2 , Row 1) and the demographic data (Table 1 ) of the S, M and C groups indicate comparability of the three groups before the intervention. Although the total test scores and difference of total post-test minus pre-test scores were not significantly different for the three groups (Table 2 , rows 2 and 3), domain-wise analysis showed significant improvement for the S group compared to the M and C groups in the basic recall test (Table 3 , Row 1). Recalling terms, orientations, relations, etc., in anatomy is a complicated process. In a study exploring factors leading to impaired learning of neuroanatomy, the participants mentioned ‘memorization of neuroanatomical terminologies’ to be and important intrinsic contributing factors [ 1 ]. Optimal instructional techniques can create a favorable cognitive environment that enhances their ability to recall and has been indicated in several contexts of anatomical learning environments [ 30 , 45 ]. On understanding how human cognitive system works during learning with multimedia (Mayer’s cognitive model [ 46 ]), a clear visualization with cues to direct the learner’s attention to a specific structure along with clear explanation can moderate cognitive loads favoring active and effective learning [ 30 ]. This may have influenced the result of better basic recall scores in the S (compared to M and C), due to better visualization.
Now why can the effect be more in S compared to M? The authors propose that stereopsis may play a role in the clarity of depth perceptions which thus influence the better basic recall. Earlier, it was mentioned that stereopsis in the personal space (up to a 2 m radius around a person) , as during performing dissection, observing prosections, manipulating a manikin or a physical anatomical model, provides a substantial advantage in perceiving depth and spatial information [ 21 ]. Providing stereopsis in the action space (2 m-30 m), as in the case of stereo display (S mode in our experiment), may create such an effect for the large group of students tested here. The statistically significant difference of S. Recall Mean compared to C. Recall Mean with a large effect size (Cohen’s d = 0.783) indicates that stereopsis in the action space created by S mode display, may have been effective in providing critical details of depth and spatial information, with clear attentional cues. Earlier studies have shown how spatial and attentional cues in 3D dynamic visualizations can make anatomy learning better [ 47 ]. This may have augmented their learning and thus their ability to recall. Students’ opinions in their subjective feedback about understanding size differences and relations were statistically higher for S and M compared to C (see Fig. 7 , statements 9 and 10). This reinforces the idea of role of visualizations in anatomy learning success and the need for modern visualization methods.
This effect of the S mode was better even when compared with the M mode, as indicated by S. Recall Mean compared to M. Recall Mean with a moderate effect size (Cohen’s d = 0.488). This may indicate that although there are depth cues in the M mode (perspective projection, shadings, occlusion, motion perspective, familiar size), as discussed earlier [ 20 , 29 ], they may not be adequate to create sufficient depth perception to influence anatomical learning, when compared to how it was in S. Depth cues were utilized extensively in the design of the interactive 3D viewport of AnaVu . As stereopsis is a significant part of visual perception that aids in understanding the spatial disposition of the world around us [ 20 ], this finding may indicate the value of stereopsis in anatomical learning and adding to the data indicating superiority of stereoscopic visual display in anatomy education [ 48 , 49 ] especially compared to monoscopy.
Another domain that showed a statistically significant advantage was for learning radiological anatomy. As familiarizing anatomy students with radiological anatomy helps them integrate different subjects [ 17 ], makes anatomy learning effective [ 18 ] and improves spatial reasoning skills [ 19 ], the advantage of AnaVu to teach radiological anatomy is twofold. The current CBME curriculum in India envisages vertical integration across basic and clinical disciplines. It also encourages early clinical exposure to first-year medical students [ 50 ]. In this context, teaching anatomy from stereoscopic models generated from T1 weighted MRI images and displaying the anatomy and the radiological source images in a 3D mode correlatable to the 2D MRI images can be an effective technological solution for bridging the gap between radiological anatomy and gross anatomy. Anatomy and radiology are usually considered complementing disciplines that have an enormous scope for integration [ 17 ]. Hence, this tool is a promising approach for radiological anatomy teaching. Considering the fact that S. Rad Mean vs C. Rad Mean had a high effect size (Cohen’s d = 0.827; Table 1 , Row 3) and M. Rad Mean vs C. Rad Mean had a moderate effect size (Cohen’s d = 0.462; Table 1 , Row 3), using this tool in the S mode or in the M mode is effective for radiological anatomy teaching. The higher effect size seen here of S vs C compared to M vs C may also be due to the better effect of stereopsis in integrating spatial concepts making radiological anatomy interpretation better. The authors propose that a hidden common factor here in basic recall (due to the effect on cognitive load due to better spatial cues) and radiological image interpretation here is the underlying higher spatial learning in stereoscopy. Studies have shown that spatial abilities and better spatial learning influence anatomy learning success [ 51 , 52 ]. Students in their subjective feedback also mention that this mode of learning helped them improve their visuospatial skills (Fig. 7 ; Statement 8).
Students’ perceived cognitive loads had a statistically significant difference in the GL with high effect size (Cohen’s d = 0.739) for S vs C and a moderate effect size (Cohen’s d = 0.575) for M vs C. The germane or generative load reflects the ability of the student to make sense of the structures shown, organize mental concepts and integrate new understanding with prior knowledge [ 30 , 53 ]. The higher cognitive load may indicate that the students could add up on what was learned on the previous days lecture and dissection demonstrations effectively with ease when taught with AnaVu compared to the board drawn diagrams. This is corroborated by the positive comments seen in the students’ subjective feedback questionnaire responses when they say how it helped them to integrate with previous knowledge on brainstem anatomy and how it helped in Anatomy integration skills (Fig. 7 Statements 6 and 7). Their perception as it was enjoyable and useful (see Fig. 7 , Statements 1 and 3) may also indicate their better GL. Students also mentioned that they appreciate similar teaching methods in the future (Fig. 7 ; Statement 5).
Though some of the well-known drawbacks of S mode are low ambient light requirements causing difficulty in interaction with teachers [ 39 ], requirement of wearing eye goggles (which can cause discomfort as it is often bulky [ 29 ]), eye strain complaints and difficulty in focusing and concentrating [ 54 ], there seems to be a general preference for the students in the survey questionnaire response in the present study. When they were asked about their preference after they were exposed to both SM/MS out of 102, 79 preferred S. The rest of the students [ 13 ] who showed preference of M and 6 who showed preference of both may have felt M to be as good as S, or could have felt the disadvantages of S to be more distracting.
The number of questions asked in the pre-test and post-test were limited. This was due to the limitation of available time to conduct the whole experiment. However, they were face validated. This may have affected the statistical power of the study.
A time for students to familiarize with stereoscopy by directly manipulating the tool may have been needed to be adapted to the stereoscopic environment.
During C intervention, as it was black/white board diagrams, control group did not learn through MRI images, while as AnaVu had radiological sectional images inside the tool, S and M learned using MRI images. But as we had to compare traditional and a modern tool, this was unavoidable. However, to avoid unfair exclusion of the control group from sectional MRI images, few MRI images (sagittal and axial) were used during the common brainstem lecture. Also as the medical students were in the midst of the regional anatomy course, with limbs, thorax and head and neck anatomy partially over, they were exposed to basic radiology in these segments.
The assessment of spatial ability of the students was avoided, but if done would have added an interesting angle to the study as spatial ability of students is a proven factor in spatial learning. This can be a further direction of the study.
Technological solutions for educational effectiveness are an area where Indian medical education is stepping into and is highly relevant as the NMC has commenced the futuristic CBME curriculum. As the newer e-learning techniques using hand-held devices, web-based platforms and computer-assisted learning modalities are increasingly being relied on [ 1 ], the understanding of the relevance of stereopsis (by means of stereo display) in this study will help in developing e-learning and self-learning strategies in anatomical education. The enhancement in basic recall and utility for radiology education using the low-cost AnaVu stereo display may encourage anatomy educationalists to actively seek methods for making students learn anatomy through visualization. The specific disadvantages of the stereo display and the areas where a mono display is effective along with the students’ subjective perspectives can help teachers choose the best visualization method in an informed manner.
The datasets generated and analyzed during the course of this study are not publicly available due to concerns about the privacy of participants but are available from the corresponding author upon reasonable request.
Stereoscopy
Three-dimensional
Two-dimensional
Magentic Resonance Imaging
Intrinsic Load
Extrinsic Load
Germane Load
Competency-Based Medical Education
National Medical Council (of India)
Analysis of variance
Standard Deviation
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We thank Prof. M.S. Valiathan, former National Research Professor and Padma Vibhushan awardee, for being the leading light who gave us the inspiration and the vision to pursue this project. We thank the Science and Engineering Research Board, Department of Science and Technology, Govt. of India, for their constant expert feedbacks and suggestions which has significantly improved the conduct of the project as well as the current study. We thank the staff of the Anatomy Department and the former and the current heads of the Department, Dr Lathikumari (Retired) and Dr Usha Devi KB, whose invaluable support was instrumental for the conduct of the study. We extend our sincere gratitude to the editor and reviewers for their thoughtful comments and constructive suggestions, which have significantly enhanced the clarity and quality of our manuscript.
We acknowledge the students of the 2022 cohort for their active participation in the study.
Ms. Mythri V (former research scholar, IIIT, Hyderabad) and Ms. Alphin J Thottupattu (former research scholar, IIIT, Hyderabad) for support during the image processing and development of the software.
Dr. Soumya Gopakumar and Dr. Jenyz Mohammedali Mundodan, Assistant Professors of Community Medicine for their assistance in statistical analysis.
Mr Praveen James, Clinical Engineer, SCTIMST; Ms. Renjima G, Project Technician, Virtual Neuroanatomy project, SCTIMST, for their sincere assistance in the conduct of this project.
Dr. Smitha S Nair, Assistant Professor of Anatomy, for assistance in proof reading.
Dr. Amogh B Jayakumar for his expert assistance in various parts of conducting the project and writing the manuscript.
The project was funded by the Science and Engineering Research Board (Grant No. IR/SB/EF/03/2016), Department of Science and Technology, Government of India.
Authors and affiliations.
Department of Anatomy, Government Medical College, Thiruvananthapuram (GMCT), Thiruvananthapuram, India
Doris George Yohannan, Aswathy Maria Oommen, Amruth S. Kumar, S. Devanand, Minha Resivi UT, Navya Sajan, Neha Elizabeth Thomas, Nasreen Anzer & Umesan Kannanvilakom Govindapillai
Department of Anatomy, Pushpagiri Institute of Medical Sciences and Research Centre, Tiruvalla, India
Nithin Kadakampallil Raju
Department of Imaging Sciences and Interventional Radiology, Sree Chithra Institute of Medical Sciences and Technology (SCTIMST), Thiruvananthapuram, India
Bejoy Thomas, Jayadevan Enakshy Rajan, Tirur Raman Kapilamoorthy & Chandrasekharan Kesavadas
Muni Animation, New Delhi, India
Pawan Harish
International Institute of Information Technology, Hyderabad, India
Jayanthi Sivaswamy
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DGY: Segmentation of the model, conceptualized and developed the idea, designed the study, performed the anatomy instruction, analyzed and interpreted the data and drafted the manuscript.AMO: Designed the study, performed the anatomy instruction, interpreted the data and played a role in drafting and critically revising the manuscript.ASK, SD, MR, NS, NET, NA: Implementation, collection of data and teaching supportNKR: Statistical data analysis and prepared table and figures BT, JER: MRI image acquisition, Segmentation of the model, visualization requirement specification and feedback on user-interface of the software toolUKG: Conceptualization and organization of the study, statistical data analysisPH: Conceptualisation, design and engineering of AnaVu toolTRK: Mentor and advisor who oversaw the study with timely, insightful guidanceCK: MRI image acquisition, Segmentation of the model, visualization requirement specification and feedback on user-interface of the software tool, and supervision of the study.JS: Primary investigator of the project. Visualization of the model, conceptualization, organization, supervision and overseeing the study.
Correspondence to Doris George Yohannan .
Ethics approval and consent to participate.
The study was approved by the Human Ethics Committee of Government Medical College, Thiruvananthapuram (GMCT). The HEC gave a letter dated 02.07.2019 stating that the study is exempted from review based on the 2017 ICMR guidelines, as it is a study assessing educational techniques in medical students. Written informed consent was obtained from the participants by providing an information handout and consent form. The participants were informed about the purpose, nature and procedure of the study as well as the fact that their participation was voluntary. They were assured confidentiality and that the data would be used only for research purposes. They were also informed that when the data will be published their personal details will be kept confidential.
A portion of this study, focusing on the development of the tool, was presented at the annual conference of the Anatomical Society of India (Kerala State Chapter) held at Government Medical College, Kozhikode, in May 2023.
A part of the results of this study was presented for oral/podium presentation at the Asia Pacific International Congress of Anatomy—Australian and New Zealand Association of Clinical Anatomists joint conference (ANZACA – APICA 2023), held at the University of Otago, Dunedin, New Zealand, in November – December 2023.
Informed consent was obtained from all subjects for publication of identifying information/images in an online open-access publication.
The authors declare no competing interests.
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Yohannan, D.G., Oommen, A.M., Kumar, A.S. et al. “Visualization matters” – stereoscopic visualization of 3D graphic neuroanatomic models through AnaVu enhances basic recall and radiologic anatomy learning when compared with monoscopy. BMC Med Educ 24 , 932 (2024). https://doi.org/10.1186/s12909-024-05910-4
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DOI : https://doi.org/10.1186/s12909-024-05910-4
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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.
Prezi Present helps you create visually-stunning, interactive presentations that'll wow your audiences. Get started and create your first presentation today.
The Best Presentation Software Beyond PowerPoint, our top-rated presentation apps make slideshows (animated videos, Q&As, and collaborative brainstorming sessions) easy to create and a pleasure to ...
Start with Microsoft Copilot Generate a presentation outline instantly with Microsoft Copilot for Microsoft 365. Expand your ideas Ask for more information or a new slide on your topic directly through Copilot in PowerPoint. Use a free template Choose from thousands of customizable templates to kickstart your slideshow.
We list the best presentation software, to make it simple and easy to make and manage slideshow presentations to display to an audience. Presentation software runs at the heart of business sales ...
The best free presentation software makes it simple and easy to create professional presentations without a Microsoft subscription.
reveal.js is an open source HTML presentation framework. It's a tool that enables anyone with a web browser to create fully-featured and beautiful presentations for free.
Create unlimited presentations, websites, and more—in seconds. Everything you need to quickly create and refine content with advanced AI. Gamma allows me to package up information in ways I can't with slides, while still creating good flow for my presentations. Ann Marie, Director of Product at Koalafi.
Use our free online presentation maker to create more polished presentations that are easy and quick to read. Make an impact starting today.
Use ChatGPT with an AI Presentation Tool Step 1. Choose Your AI Presentation Tool: Research and choose the best AI presentation tool for your needs. Our last article, "10 Best AI Tools for Creating Impactful Presentations," can help you. For this example, I will use Gamma. In our review, this AI maker scored 4.5/5 for ease of use.
Collaborate for free with online versions of Microsoft Word, PowerPoint, Excel, and OneNote. Save documents, workbooks, and presentations online, in OneDrive. Share them with others and work together at the same time.
Learn more about the core of new Teams and distinct solutions "New Teams Productivity presented by Ease and Speed" presented by Kay Davis, Principal Design Manager, Chandra Chivukula, Partner Director of Engineering, and Aarthi Natarajan, Corporate Vice President of Engineering.In this session you'll learn all about new Teams, including the new simpler UI and greatly improved performance.
This tool helps to improve the efficiency and diversity of ad script production. Script Generator is an auto-generation tool that can intelligently generate high-quality script fragments that meet the advertiser's requirements based on information such as industry input. This tool helps to improve the efficiency and diversity of ad script ...
You can read about this in the Exemption Tool (under Get Help / Educational Tools) and learn about it in the Part 5 HawkIRB training in the IRB ICON Course for Researchers. HawkIRB Submissions - There is additional information about the IRB Review Process, HawkIRB System and New Project forms on the Submit to IRB web page.
Make presentations that engage your audience and get them involved in what you have to say. Learn how to create an interactive presentation with Prezi.
Welcome to the August 2024 update. Here are a few, select highlights of the many we have for Power BI. You can now ask Copilot questions against your semantic model. Updated Save and Upload to OneDrive Flow in Power BI and Narrative visual with Copilot is available in SaaS embed. There is much more to explore, please continue to read on!
The tool has a software-graphic interface for the teacher to operate on and a hardware capable of stereoscopic visualization, which consisted of two HDMI outputs (Fig. 1a). These outputs channel two separate images for projection to two projectors stacked one above the other in a metallic projector cage (see Fig. 1b).
Create professional presentations, interactive infographics, beautiful design and engaging videos, all in one place. Start using Visme today.