Measuring Learning Gain: Comparing Anatomy Drawing Screencasts and Paper-Based Resources

Autor/in	Pickering, James D.
Titel	Measuring Learning Gain: Comparing Anatomy Drawing Screencasts and Paper-Based Resources
Quelle	In: Anatomical Sciences Education, 10 (2017) 4, S.307-316 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1666
Schlagwörter	Anatomy; Technology Uses in Education; Medical Education; Learning Processes; Achievement Gains; Teaching Methods; Medical Students; Cohort Analysis; Conventional Instruction; Web Based Instruction; Comparative Analysis; Instructional Effectiveness; Pretests Posttests; Statistical Analysis; Scores; Effect Size; Instructional Design; Multimedia Instruction + Suchen Sie Ihr Suchwort? Anatomie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Medizinische Ausbildung; Learning process; Lernprozess; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Kohortenanalyse; Web Based Training; Unterrichtserfolg; Statistische Analyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen
Abstract	The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01