Multi-Media Computer Programs in Nutrition Education

Abstract

LEARNING OUTCOME: To identify factors associated with multi-media computer programs which enhance learning. Use of computers as educational tools has increased rapidly during the past few years. Some types of computer programs may increase learning more effectively than others. With multi-media programs emerging as one of the newest educational tools, it is prudent to determine whether there are beneficial aspects of these types of programs versus conventional programs. In this study, students in two sections of a college-level introductory nutrition course were randomly assigned to either a drill-and-practice program (n=90) or multi-media CD-ROM program (n=91). Nutrition knowledge was assessed in both groups by the same 40-point objective test to obtain pretest and posttest data. Students completed eight computer modules related to nutrition: digestion, carbohydrates, protein, lipids, macrominerals, microminerals, fat-soluble vitamins, and water-soluble vitamins. During the study, the amount of time each student spent on the computer was automatically logged by the computer with data accessed at the end of the study. Analysis of covariance indicated no difference in mean posttest scores between the two groups, with both groups answering 68% of the questions correctly. Using a t-test for analysis, there was a significant difference (p < 0.05) between the two groups in the amount of time spent on the computer, the drill-and-practice group averaged 6.5 hours versus the multi-media CD-ROM group which averaged 2 hours. These results suggest that one beneficial aspect of multimedia computer programs is an enhanced learning pace which may be related to the components of multi-media programs (audio, video, and graphics). Integration of these various learning mediums may promote more interaction between the student and the information processed.