This dissertation studied the impact of the inclusion of three-dimensional digital images of the human skeleton on the educational outcomes and perceptions of novice learners studying introductory skeletal anatomy. A group of students with little or no knowledge of human skeletal anatomy completed an online educational module, with the treatment group receiving additional instruction from three-dimensional digital images of the bone covered in the instructional module. The results of an in-person, practical posttest described the compared achievement differences between the two groups. In addition, participant motivation was measured using a course interest survey and participants were asked about their experience and perception concerning online education and three-dimensional digital images through two open-ended questions at the end of the posttest. The statistical analysis did not show a statistically significant difference in performance on the posttest, between the treatment and control groups. While there was a significant difference between the groups specific to motivation as measured by the course interest survey, emergent themes suggested from the open-ended questions suggest that while the instructional material was engaging, the participants did not see the 3D files creating an authentic learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]