Using Animations to Support Student Learning in Undergraduate Physiology

Autor/inn/en	Peart, Daniel J.; Keane, Karen M.; Allen, Georgia; Bruce-Martin, Claire; Rumbold, Penny L. S.
Titel	Using Animations to Support Student Learning in Undergraduate Physiology
Quelle	In: Journal of Biological Education, 56 (2022) 4, S.432-442 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peart, Daniel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2020.1821082
Schlagwörter	Animation; Undergraduate Students; Physiology; Introductory Courses; Intervention; Instructional Effectiveness; College Freshmen; Multiple Choice Tests; Multimedia Instruction; Student Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Physiologie; Einführungskurs; Unterrichtserfolg; Studienanfänger; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Multimediales Lernen; Schülerverhalten; Ausland; Großbritannien
Abstract	The aim of this study was to investigate if videos created by teaching staff had a positive impact on student learning of integrative physiological concepts. Eighteen undergraduate students enrolled on a sport and exercise science degree attended an introduction to immunology short course. All students were taught together and then split into two groups stratified by performance on a recent summative assessment. One group used the taught materials to prepare for a test, and the other group was provided with three animations alongside the taught materials. All students sat matching tests on the day of the course and repeated the test 1 week later. The intervention group scored on average 22% (95% CI 11, 33) higher than the control group on test one. The scores from both groups reduced by approximately 10% on test two. Results on the multiple-choice questions were comparable between groups, with the main difference observed in short answer questions. Students in the intervention group identified that the animations helped to simplify processes by providing a more visual way of learning. This may suggest that the videos are most efficacious for helping the understanding of biological processes rather than the recollection of facts or information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01