An Interactive Software to Learn Pathophysiology with 3D Virtual Models Abel A. Reyes Electrical and Computer Engineering Purdue University Northwest Hammond, USA areyesan@pnw.edu Youxin Luo Electrical and Computer Engineering Purdue University Northwest Hammond, USA luo300@pnw.edu Parashar Dhakal Electrical and Computer Science Engineering The University of Toledo Toledo, USA Parashar.dhakal@utoledo.edu Julia Rogers College of Nursing Purdue University Northwest Hammond, USA jlrogers@pnw.edu Manisa Baker College of Nursing Purdue University Northwest Hammond, USA baker417@pnw.edu Xiaoli Yang Electrical and Computer Engineering Purdue University Northwest Hammond, USA yangx@pnw.edu Abstract—Educators have accessibility to a repository of re- sources to guide pedagogical instruction within the graduate nursing curriculum. Multiple modalities are utilized within grad- uate education including face-to-face, online, and alternative plat- forms, such as web pages, video, or mobile applications. Supple- mental resources include e-learning applications, mobile learning, and game-based learning using internet accessible devices, smart displays, and even virtual reality headsets. The use of interactive and innovative methods have shown positive results in student engagement and cognitive learning. However, the implementation of 3D visualization strategies has been limited within healthcare education, specifically graduate advanced practice nursing. It is vital in graduate nursing education to provide students with advanced knowledge of disease processes and critical reasoning skills. While some programs include the ability to display text and image, as well as present animated content, they lack sufficient interactive features to enhance learning. Therefore, an efficient and effective modality of information delivery is required to achieve this goal. In this paper, we describe the development of an interactive 3D visualization software tool that provides an innovative approach for education within graduate nursing. The visualization software provides a framework to enhance the teaching and learning process in graduate nursing pathophysiology utilizing 3D virtual models. Index Terms—Nursing Education, Visualization, Active Learn- ing, Cognitive Learning I. I NTRODUCTION Incorporating innovative teaching strategies using tech- nology needs to be implemented within nursing education to ameliorate cognitive learning, enhance patient care, and improve patient outcomes. In graduate nursing education, the development of consistent clinical knowledge and crit- ical reasoning is mandatory to prepare advanced practice nurses for the workforce. Graduate nursing students must learn to identify disease progression, understand the basis of ordering diagnostic testing, and comprehend the rationale of specific treatment plans. To ensure comprehension, the graduate advanced practice nursing students require an in depth understanding of pathophysiology. The use of a a 3D interactive visualization aids in building a strong foundation of understanding homeostasis and recognizing disease states and progression. Since the National League of Nursing (NLN) made a call for innovation in nursing education [1], [4], the emphasis has been on the development and implementation of innovative peda- gogical methods. The use of active learning techniques has been highly recommended by the NLN. Any learning activity where students interact within the learning process is known as active learning [2]. Students become actively involved in the learning process by participating, analyzing, synthesizing, and evaluating content. Active learning is an investment of energy in all phases of the learning process and is more apt to stimulate higher cognitive processes, such as those associated with critical thinking. Overall, the use of interactive advanced learning tools provide graduate nursing students an edge in comprehending difficult coursework material [3]. Research has shown that technology based learning improves comprehensive learning, knowledge retention, and long-term memory recall [5]–[8]. It is imperative to create a sense of gratification for students during the learning experience [9], thus a 3D interactive visualization can not only contribute to improve pedagogical strategies, but ensures cognitivism as the learning theory behind the new teaching methodologies [13], [14]. Research has shown that interactive visualization tutorials are more effective in cognitive learning as compared to a script- based approach. This is due in part because active learning tools support both the cognitive and the affective domains [13], [15], [16].This work discusses the implementation of an interactive 3D visualization tool for a graduate nursing pathophysiology course. The paper is structured as follows: Background and Motivations, where a summary of related works is provided along with the motivations behind this work; Application Design, where the technical details regarding the work is explained along with the description of the tools used in its development; next a brief coverage of the nursing