The Effect of Virtual Reality-Based Teaching (VRBT) on Nursing Students’ Learning Performance and Engagement in Anatomy

The aim of this study was to determined reading-writing-application method that is one of the methods of cooperative learning model on the students' the academic achievements, attitudes towards science and technology courses and epistemological attitudes in the teaching of the light unit. The sample of this study consists of 34 seventh-grade students who were training in two different classes of a secondary schools located in Erzurum city in the academic year 2012-2013. One of these groups was Reading-Writing-Application Group (RWAG) (n=14) applied reading-writing-application method and the other one was Traditional Learning Group (TLG) (n=20) applied traditional learning method. As data collection instruments Academic Achievement Test (AAT), Science and Technology Attitude Scale (STAS) and Epistemological Attitude Scale (EAS) were used. For data analysis, it was used descriptive statistics; independent samples t-test and ANCOVA tests. According to the analyses, while it was concluded a significant difference favor of RWAG between RWAG and TLG in view of academic success, it was concluded a significant difference favor of TLG between RWAG and TLG in view of epistemological attitudes. When it was analyzed attitudes towards science and technology lesson, it was observed not a statistically significant difference between RWAG and TLG

Problem-Based Learning (PBL) aims, among other things, to increase students’ active learning and decrease their experience of passive learning which occurs in lectures. The focus of this study is on PBL methodology and academic achievement; this is because academic achievement is a core learning process and it also involves a problem solving process. This study employed a quasi-experimental design, where 45 students undertaking a B. Ed (Economics) were randomly assigned to the experimental (n = 23) and control groups (n = 22). The former were instructed using the PBL method while the control group used the traditional learning method. The study focused on comparisons between the PBL and traditional learning groups in respect of their Academic Achievement Test (AAT), a series of one-way between groups analysis of covariance (ANCOVA) tests, where pre-AAT was used as a covariate when looking at differences between the PBL and TL groups in mid- and post-AAT. For the effects of PBL on students’ academic achievement as measured by an instrument, the AAT showed at baseline no differences exist between two groups. At mid-intervention and post-intervention test the PBL method yielded significantly higher Achievement scores, therefore indicating better students’ academic achievement. It concluded the finding of the study supported the positive effects of PBL toward students’ performance in Economics Education in Malaysia. The students and lecturer also have a positive preferences and perceptions toward the PBL implementation.

This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (CALLTCLG, 32 students), and a CALL innovative collaborative learning group (CALLICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

Effects of Embodiment-Based Learning on Perceived Cooperation Process and Social Flow

Peer interaction plays an important role during the learning process. Currently predominant paradigm of digital learning materials limits learners' interaction with their peers using traditional user interfaces. To cope with this problem, this study proposes an embodiment-based learning environment to facilitate more peer interactions. The effectiveness of the environment is evaluated by designing an electronic circuit learning activity. A total of 120 voluntary participants randomly assigned to the “embodiment-based learning group,” “touch-based learning group” and “traditional learning group.” Three variables, learning performance, perceived cooperative perception and social flow were assessed. Results show that there is no significant difference among the three groups in learning performance; however, participants in the embodiment-based learning group have higher perceived cooperation extent, lower emotional conflict, and higher intrinsic interest during learning process than the traditional learning group.

This study investigated the effects of artificial intelligence (AI)-based chatbot and peer feedback mechanisms integrated into the instructional videos (IVs) as a feedback tool on learning performance and intrinsic motivation of pre-service teachers (PTs) in online learning. The participants were 144 PTs from a university in Turkey. A pretest–posttest quasi-experimental design was adopted in this study. Two experimental (EG-1: Immediately elaborated feedback with a chatbot for IVs; EG-2: Delayed peer feedback with comments for IVs) groups and a control group (teaching with IVs) were selected. To collect qualitative data, a survey consisting of open-ended questions was conducted in the experimental groups. The results showed that the learning performance and intrinsic motivation scores of chatbot-based and peer feedback groups were higher than the scores in the traditional learning group. The implications for AI-powered feedback mechanisms and directions for future studies were discussed in this study.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Physical therapy students must learn about heart transplantation. They need to know how to care for these patients' emotions and needs. The study aimed to compare the effectiveness of a narrative photography (NP) program and a traditional learning (TL) program in physical therapy students' knowledge, satisfaction, empathy, and moral sensitivity. A two-armed assessor-blinded randomized controlled trial was carried out. One hundred and seventeen physical therapy students participated in the study. They were divided into two groups: (i) NP group (n = 56) and (ii) TL group (n = 61). At the end of the program, NP group's knowledge increased when compared with the TL group (p = 0.02). 90.57% of the sample was very satisfied/satisfied with the NP method, and 88.68% felt that NP helped them to understand the importance of considering subjective realities. In conclusion, NP improved knowledge and satisfaction compared with the TL group. These results suggest that NP may be a useful method to improve the academic outcomes of physical therapy students in the heart transplantation field; thus, NP may be considered a teaching-learning methodology of choice in physical therapy students.

PurposeAugmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.MethodTEACHANATOMY, a controlled, randomized trial, was conducted from September 14–October 24, 2022, at the University of Zurich and the Swiss Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning module—incorporating adaptive learning and gamification elements—with traditional learning (TL) methods including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge tests. Secondary outcomes included adverse health symptoms and user experience.ResultsThe AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6–20.0]; TL: 9.4 [7.7–11.3]; P < .001) and practical (AR: 14.0 [12.3–14.7]; TL: 5.0 [4.0–6.0]; P < .001) knowledge tests. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, and experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.ConclusionsFindings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.

ObjectivesThis study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum.MethodsThe subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum.ResultsParticipants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group.ConclusionsThe flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.

WxMaxima Computer Software as an Aid to the Study of Calculus by Students with Different Learning Approaches

BackgroundBlended learning comprised with flipped classroom (FC) and “internet plus” is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.MethodsThe participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.Results37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.ConclusionsThis study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants’ acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including “internet plus” and flipped classroom is recommended in the teaching of evidence-based medicine course.

IntroductionAnatomy has been deemed a cornerstone course within the health sciences. Recently, there has been an increase of online courses taught at university‐level, including anatomy courses. Although there has been an increase in online teaching and learning in anatomy, there is still uncertainty regarding whether academic performance, satisfaction, and perceptions are equivalent between online and in‐person anatomy courses. Additionally, throughout graduate courses, traditional learning (i.e., solely lecture‐focused) has begun to transition with the implementation of active learning (i.e., an approach in which students are asked to engage in the learning process (not solely lecture‐focused)). Previous research studies have established the effects of different active learning techniques implemented within in‐person graduate anatomy courses, but little research has investigated the effects of active learning techniques implemented within online graduate anatomy courses. Therefore, a pilot study was conducted within an online Medical Science master’s anatomy course measuring the perceived effects that jigsaw had on students’ perception and satisfaction.MethodsJigsaw was incorporated into 5 units of an online anatomy course. Students were randomly assigned into three expert groups, which were assigned objectives to review from lecture material. Then, two students from each expert group were assigned to teaching groups. In their teaching groups, each student created a short video to teach their designated objectives to their peers. At the end of the semester, students were asked to participate in the research study by completing a post‐course survey that asked questions pertaining to course perceptions and satisfactions and their experiences regarding the active learning technique. Data was collected through Qualtrics and analyzed in NCSS using Spearman’s correlation coefficient and Chi‐squared tests.ResultsResults from the post‐course survey indicated that 77.3% of students (n=21) were satisfied with jigsaw. Moreover, students that used the teaching materials that their peers created during the teaching groups portion of jigsaw were 10% more satisfied than the students that did not (p&lt;0.05). Additionally, a significant, positive correlation was found when asked how effective jigsaw was when learning the course material compared to the helpfulness of jigsaw (p&lt;0.05).ConclusionThese findings suggest that the students that actively participated in jigsaw perceived more effectiveness and satisfaction than the students that did not did not. Researchers are expanding on this study with the implementation of several other active learning techniques to examine the effects when comparing academic performance, perceptions, and satisfaction.SignificanceWhile the benefits of active learning are widely known within in‐person courses, there is little research on the effects of active learning within online courses. Furthermore, there is no research investigating the effects of jigsaw implementation within an online graduate anatomy course. With the help of this study and future research, a greater understanding can be found concerning how students can best learn in an online learning environment, with the implementation of active learning.

The vast development in Virtual Reality (VR) and Augmented Reality (AR) showed a magnificent impact of these technologies on the spatial performance of learners as well as their academic achievement. While the literature reported lots of empirical evidence on the substantial impact of AR and VR in the educational context, this paper addressed that the past academic works did not report which technology showed the higher degree of improvement on the spatial performance of learners and academic achievement. Hence, this study analyzes this relationship and present a new perspective on the influence of these technologies on developing the learning process in various fields of education. The outcome shows that despite VR is an efficient technology and provide good tools for spatial memory rehabilitation programs, e.g., patients and students, but it does not give the same improvement on spatial performance of learners as AR do. Therefore, spatial performance of learners can be described as VR less effective than AR. Given AR established more advantages compared to VR, this study claims that AR/VR-based experimental model may be able to reduce this gap and give developers of virtual classrooms a better perspective on the realism of VR and AR in education.

Comparing the effectiveness of blended learning and traditional learning in an orthopedics course