Interactive Computer-assisted Learning Research Articles

Interactive computer-assisted learning as an educational method for learning pediatric interproximal dental caries identification

We developed a web-based tool to measure the amount and rate of skill acquisition in pediatric interproximal caries diagnosis among pre- and postdoctoral dental students and identified variables predictive for greater image interpretation difficulty. In this multicenter prospective cohort study, a convenience sample of pre- and postdoctoral dental students participated in computer-assisted learning in the interpretation of bitewing radiographs of 193 children. Participants were asked to identify the presence or absence of interproximal caries and, where applicable, locate the lesions. After every case, participants received specific visual and text feedback on their diagnostic performance. They were requested to complete the 193-case set but could complete enough cases to achieve a competency performance standard of 75% accuracy, sensitivity, and specificity. Of 130 participants, 62 (47.7%) completed all cases. The mean change from initial to maximal diagnostic accuracy was +15.3% (95% CI, 13.0-17.7), sensitivity was +10.8% (95% CI, 9.0-12.7), and specificity was +15.5% (95% CI, 12.9-18.1). The median number of cases completed to achieve competency was 173 (interquartile range, 82-363). Of these 62 participants, 45 (72.6%) showed overall improvement in diagnostic accuracy. Greater numbers of interproximal lesions (P < .001) and the presence of noninterproximal caries (P < .001) predicted greater interpretation difficulty. Computer-assisted learning led to improved diagnosis of interproximal caries on bitewing radiographs among pre- and postdoctoral dental students.

An educational method for learning and assessing interproximal dental caries diagnosis in children's radiographs

<h3>Background</h3> Dental caries is common in children, and intraoral bitewing radiographs are the gold standard for diagnosing interproximal caries. Accurate interpretation of radiographs is a key competency for dentists treating children to minimize the consequences of misdiagnosis. There are currently no validated methods for assessment of this important competency for Canadian dental trainees. <h3>Objective</h3> We developed an interactive computer-assisted learning (CAL) tool designed to permit the deliberate practice of pediatric bitewing radiograph interpretation. The main objective of this study was to measure the amount and rate of skill acquisition in the diagnosis of interproximal dental caries amongst dental trainees, and to determine the effect size of our education intervention. <h3>Study Design</h3> This multi-center prospective cohort study used a convenience sample of Canadian dental trainees ranging in experience from undergraduate dental education to graduate pediatric dentistry. Reference standard caries diagnosis was determined by consensus between three dental specialists. Study participants learned to interpret children's bitewing radiographs on a web-based platform by deliberately practicing 193 cases with the goal of achieving a performance benchmark of 75% accuracy, sensitivity, and specificity. Participants identified the presence/absence of interproximal dental caries, and if present, identified the specific location of all lesions. <h3>Results</h3> To date, 60 participants have completed all 193 cases, and 10 participants have achieved the performance benchmark. There was a significant increase of 17.8% (95% CI 14.6, 21.0) from mean initial to maximal accuracy amongst participants. The median number of cases to achieve competency was 180 (min 84, max 550). The effect size of the education intervention was large, with a Cohen's d=1.6 (95% CI 1.2-2.10). <h3>Conclusion</h3> The learning intervention evaluated in this study has led to effective and feasible skill improvement in the interpretation of interproximal dental caries on bitewing radiographs amongst dental trainees and may be a valuable adjunct to existing educational methods in dental radiology. <b>Statement of Ethical Review</b> Human/Animal subjects were used and this study was approved by an institutional ethics panel

Comparing computer-assisted learning activities for learning clinical neuroscience: a randomized control trial

BackgroundComputer-assisted learning has been suggested to improve enjoyment and learning efficacy in medical education and more specifically, in neuroscience. These range from text-based websites to interactive electronic modules (eModules). It remains uncertain how these can best be implemented. To assess the effects of interactivity on learning perceptions and efficacy, we compared the utility of an eModule using virtual clinical cases and graphics against a Wikipedia-like page of matching content to teach clinical neuroscience: fundamentals of stroke and cerebrovascular anatomy.MethodsA randomized control trial of using an interactive eModule versus a Wikipedia-like page without interactivity was performed. Participants remotely accessed their allocated learning activity once, for approximately 30 min. The primary outcome was the difference in perceptions on enjoyability, engagement and usefulness. The secondary outcome was the difference in learning efficacy between the two learning activities. These were assessed using a Likert-scale survey and two knowledge quizzes: one immediately after the learning activity and one repeated eight weeks later. Assessments were analysed using Mann–Whitney U and T-tests respectively.ResultsThirty-two medical students participated: allocated evenly between the two groups through randomisation. The eModule was perceived as significantly more engaging (p = 0.0005), useful (p = 0.01) and enjoyable (p = 0.001) by students, with the main contributing factors being interactivity and clinical cases. After both learning activities, there was a significant decrease between the first and second quiz scores for both the eModule group (-16%, p = 0.001) and Wikipedia group (-17%, p = 0.003). There was no significant difference in quiz scores between the eModule and Wikipedia groups immediately afterwards (86% vs 85%, p = 0.8) or after eight weeks (71% vs 68%, p = 0.7).ConclusionOur study shows that increased student satisfaction associated with interactive computer-assisted learning in the form of an eModule does not translate into increased learning efficacy as compared to using a Wikipedia-like webpage. This suggests the matched content of the passive webpage provides a similar learning efficacy. Still, eModules can help motivate self-directed learners and overcome the perceived difficulty associated with neuroscience. As computer assisted learning continues to rapidly expand among medical schools, we suggest educators critically evaluate the usage and cost–benefit of eModules.

Interactive Language Learning through Speech-Enabled Virtual Scenarios

This paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact with virtual characters in the target language using speech recognition technology. Two types of interactive scenarios with virtual characters are presented as part of the game: the one-to-one scenarios which take the form of practice question and answer scenarios where the learner interacts with one virtual character and the interactive scenario which is an immersive contextualised scenario where the learner interacts with two or more virtual characters within the scene to complete a (task-based) communicative goal. The study presented here compares learners’ subjective attitudes towards the different scenarios. In addition, the study investigates the performance of the speech recognition component in this game. Forty-eight students of English as a Foreign Language (EFL) took part in the evaluation. Results indicate that learners’ subjective ratings for the contextualised interactive scenario are higher than for the one-to-one, practice scenarios. In addition, recognition performance was better for these interactive scenarios.

Speech interactive computer-assisted language learning: a cross-cultural evaluation

The evaluation in real time of a computer-assisted language learning (CALL) program with end users is an invaluable stage in the design and development of such a program. By using a sample of target users in the evaluation, it is possible to gather information on attitudes towards the program and performance of the program with an intended population. However, such users come to the research with personal attitudes towards the target language and the learning process. This article describes the evaluation of a speech-interactive CALL program that creates an environment in which the learners, using speech recognition technology, can converse with virtual characters in the target language in real time. A cross-cultural empirical evaluation was adopted where two groups of users participated in the research: students of French in Scotland and students of English as a foreign language in mainland China. The evaluations sought to investigate user attitudes towards the speech-interactive CALL program and the performance of the system. In addition, users' motivations towards studying the target language were investigated. Differences were found between the two groups of learners with regards to their motivation towards studying the target language, which may be considered in relation to their differences in attitude towards the speech interactive CALL program.

Further development of a versatile computer-assisted learning program for dental education with an exemplifying application on how to logically arrange and mount periapical and bitewing radiographs

Objectives To develop interactive computer-assisted learning software for teaching dental students to logically arrange periapical and bitewing radiographs.

Knowledge-Based Power System Protection Design Courseware

This research discusses the development of a knowledge-based expert system, using an interactive multimedia approach and its usage to serve as a multimedia courseware in power system protection design. The system is characterized by its three prong capabilities: multimedia interactive, knowledge based and numerical analysis ready. It integrates technical theories, industrial application recommendations and some specific simulations by which the user has a wide range of choices for obtaining technical information on power system protection. Being an interactive computer-assisted learning tool, the system blends power system protection knowledge domain and interactivity knowledge. Survey results concerning the acceptability of this courseware prove that it is very useful to the users in so far as its performance and effectiveness as a teaching and training tool in the power system protection knowledge is concerned. © 2006 Asian Network for Scientific Information

Experimental Design: Computer Simulation for Improving the Precision of an Experiment

An interactive computer-assisted learning program, ExpDesign, that has been developed for simulating animal experiments, is introduced. The program guides students through the steps for designing animal experiments and estimating optimal sample sizes. Principles are introduced for controlling variation, establishing the experimental unit, selecting randomised block and factorial experimental designs, and applying the appropriate statistical analysis. Sample Power is a supporting tool that visualises the process of estimating the sample size. The aim of developing the ExpDesign program has been to make biomedical research workers more familiar with some basic principles of experimental design and statistics and to facilitate discussions with statisticians.

Sample Power and ExpDesign: Tools for Improving Design of Animal Experiments

Proper experimental design, involving the correct number of animals, should be a basic skill for any scientist working with animals. The authors describe a university-developed and freely available tutorial program and an interactive computer-assisted learning program, both of which guide students through the steps necessary for designing animal experiments and estimating optimal sample sizes.

Development and evaluation of an interactive computer–assisted learning program—a novel approach to teaching gynaecological surgery

Computer Assisted Learning (CAL) is increasingly being recognised as an effective means of teaching and learning. In Gynaecology, the anatomy and surgical steps in vaginal surgery such as vaginal hysterectomy are confusing due to limited access and restricted view of the operative field. The objective of this pilot project was to develop an interactive CAL program on CD–ROM, combining video, illustrations and three–dimensional images to enhance understanding of vaginal hysterectomy in terms of the anatomy and steps of the surgical procedure.Macromedia Director was used to develop the program. With Director, it is possible to combine text, graphics, animation, video and sound to create interactive material for the web, presentations or CD–ROMS. The CD–ROM takes you through the individual steps of a vaginal hysterectomy combining video clips with voice–over, illustrations and text. The three‐dimensional image was included to enhance understanding of the complex relationships between the uterus, bladder and rectum. There is an interactive self–assessment section with multiple–choice questions and an anatomy self–test. The CD–ROM has been evaluated as an educational tool by 12 undergraduate students and 16 trainees in Gynaecology. Most were satisfied with the program. A need for development of further similar educational software has been identified.The CD–ROM has identified an innovative and useful approach to teaching operative surgery. The results from the evaluation have been positive in terms of the need for similar programs in future.

Development and evaluation of a computer-assisted learning module on glomerulonephritis for medical students

An interactive computer-assisted learning (CAL) module on glomerulonephritis, previously identified by fourth-year medical students as a difficult topic, was developed. The module comprised background material, case studies, graphics, animations, video and supporting quizzes with feedback. The impact of the module on student learning was evaluated by comparing the performance of two matched groups of students, only one of which accessed the CAL module, in an online assessment. The analysis examined the effect of having completed a clinical term in renal medicine. A significant improvement in the performance of those students who used the CAL module was demonstrated. Unexpectedly, completing a renal medicine term had no beneficial influence on students' performance. Students who used the CAL module perceived a significant decrease in the difficulty of the topic. It is concluded that the module is an effective learning tool, but important caveats are noted associated with using CAL modules in redesigned medical curricula.

Learning Styles and Perceptions of the Value of Various Learning Modalities Before and After a 2nd-Year Course in Microbiology and Infectious Diseases

Background: The authors' 4-week course in microbiology and infectious diseases consists of lectures, small-group sessions, interactive computer-assisted learning (CAL), and textbook readings. Purpose: To determine how individual learning style influenced learners' value assessment of these teaching modalities. Methods: A Kolb Learning Style Inventory and questionnaire to assess enthusiasm for each teaching modality were administered before the course. At course end, a 2nd questionnaire assessed the perceived usefulness of each teaching modality. Results: Learners with a relative preference for experiential learning rather than abstraction initially favored small groups (R² =. 06, p =. 004) and CAL (R² =. 06, p =.005). Similarly, learners with a preference for reflective observation rather than active experimentation favored lectures (R² =. 05, p =. 01 ). However, at course end, Kolb learning style did not predict the value assessment of any modality. Conclusions: Kolb learning style influenced the initial attractiveness but not the retrospective assessment of learning modalities; hence, quality and content superseded learning style as determinants of value after course completion

Two Novel Software Programmes for Assisted Learning. Oxidation Numbers and Chemical Nomenclature.

Two interactive computer-assisted learning (C.A.L.) programmes dealing with basic chemistry concepts are presented. These deal respectively with oxidation numbers and inorganic chemical nomenclature. Both programmes were initially developed in the context of an introductory remedial or streamlining chemistry course taught in French at l'Université de Moncton, Moncton N.B., Canada. An English translation of the programme on Oxidation Numbers already exists, whereas the translation of the Nomenclature programme is intended. Both programmes are well suited for students at the High School and first year University levels.

Medical student appraisal of interactive computer-assisted learning programs embedded in a general pathology course.

Computer-assisted learning programs (CALs) were embedded in a course on general pathology for medical students at the University of Edinburgh Medical School. Students' reactions to the programs were evaluated. Students completed written questionnaires and were interviewed and observed as they used the CALs. Students liked the CALs and felt that they were integrated with other parts of their teaching and aided them in understanding the subject material. Different question styles were variably appreciated. The most useful aspects of the CALs were the interactive parts (questions and answers), summaries, pictures, learning at the individual's own pace, and question practice, especially with MCQs. Students found the CALs an effective learning tool, particularly when linked with other course components as a complement to, rather than a replacement for, other learning methods.

Intestinal Motility: A Computer Simulation of the Effects of Drugs on Colonic Peristalsis, for Teaching Undergraduate Pharmacology Students

An interactive computer-assisted learning (CAD program, which simulates experiments performed on segments of rat colon (in vitro) to study the pharmacology of intestinal motility, is described. The program covers: a) the actions of drugs that affect cholinergic excitatory neurotransmission in the colon; b) the effects of sympathomimetic amines; and c) an investigation of the mechanism of action of the laxative, phenolphthalein. The program can be run on any IBM-compatible PC, and makes use of text and high-resolution graphics to provide a background to the experiments and to describe the methodology. The screen display emulates a chart recorder, and simulated results, derived from actual data, are presented, in response to student selection of pre-determined experimental protocols from a menu. The program is aimed at undergraduate students, and is intended to support or replace a conventional laboratory practical class, while achieving the majority of the same teaching and learning objectives.

Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.

Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same, that students had a positive attitude toward using CAL programs of this type, and that the cost of the conventional laboratory-based approach was five times greater. The potential for integrating CAL programs into the undergraduate curriculum is discussed.

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

Frog Skin: A Computer Simulation of Experiments Performed on Frog SkinIn Vitroto Investigate the Epithelial Transport of Ions

An interactive computer-assisted learning program is described, based on experiments performed on frog skin in vitro, a preparation commonly used to teach the principles of ion transport across tight epithelia. It is aimed at undergraduate students on a variety of biomedical science courses and is designed for use on any IBM-compatible microcomputer. The program uses data derived from theoretical models to allow students to design experiments by altering certain experimental parameters. They can investigate, for example, the effects of changing the concentrations of certain ions on either side of the skin or the actions of certain drugs on either passive or active transport. Such investigations involve taking measurements from a simulated voltmeter, ammeter or radiation (scintillation) counter, as appropriate. The complete learning package includes background information for the student, tutor's notes, and suggested student assignments. The use of the program in teaching physiology and its value as an alternative to animal experiments are discussed.

An Interactive Computer Simulation of Experiments to Teach the Principles of Nutrient Transport in the Small Intestine

An interactive computer-assisted learning program to teach, by investigation, the characteristics of transport of nutrients by the rat small intestine, is described.

A CAL program to teach the principles of the laboratory determination of red blood cell indices

An interactive computer-assisted learning program to teach the principles of the laboratory determination of red blood cell indices and blood group is described. The program, which is written for the BBC microcomputer, makes extensive use of colour, graphics, and animation and is aimed at students of biology at A-level and above. Included in the program are simulations of haemocytometry (red blood cell count), spectrophotometry (haemoglobin concentration), determination of packed cell volume and blood group. Students select from a menu either to review the principles of the method (text supported by graphics) or to ‘perform tests’ on a subject of their choice (selected from normal male, normal female, anaemic, or unknown) and produce a haematological profile.