Pickering, JD orcid.org/0000-0002-0494-6712 (2017) Measuring Learning Gain: Comparing Anatomy Drawing Screencasts and Paper-Based Resources. Anatomical Sciences Education, 10 (4). pp. 307-316. ISSN 1935-9772
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 in order to achieve both an effective and efficient learning resource for anatomical education.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016, Wiley. This is the peer reviewed version of the following article: "Pickering, J. D. (2016), Measuring learning gain: Comparing anatomy drawing screencasts and paper-based resources. American Association of Anatomists" which has been published in final form at http://dx.doi.org/10.1002/ase.1666. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
Keywords: | gross anatomy education; learning gain; technology-enhanced learning; cognitive load; multimedia; computer-based learning |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Division of Anatomy (LIME) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 20 Oct 2016 15:56 |
Last Modified: | 07 Dec 2017 01:38 |
Published Version: | http://dx.doi.org/10.1002/ase.1666 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1002/ase.1666 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:106188 |