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Abstract

Purpose: Three-dimensional (3D) animation may facilitate understanding of dynamic biological processes, but whether an immediate learning advantage persists over time remains uncertain. This study compared 3D animation with PowerPoint teaching and examined subsequent retention and learning after crossover.

Methods: Eighty-six Phase 3 Part 1 medical students were randomised 1:1 to receive either PowerPoint (Group A, n=44) or 3D animation (Group B, n=42) on 18 April 2024, followed by the alternate format eight weeks later. Knowledge was assessed using the same 10-item test immediately before and after each session. Within-group changes were assessed using paired-samples t-tests and between-group differences using independent-samples t-tests with Welch correction where appropriate. Retention and crossover analyses included students with paired data from both sessions.

Results: In Session 1, the animation group improved from 3.19 ± 1.44 to 5.31 ± 2.42, a gain of 2.12 ± 2.80 points (p

Conclusion: 3D animation produced greater immediate knowledge gain than matched PowerPoint teaching, but this advantage was not sustained over eight weeks. Both modalities supported substantial learning after a second exposure, suggesting that animation may be most useful as an initial teaching strategy within a programme that includes deliberate reinforcement.

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