Computer-based animations and static graphics as medical student aids in learning home safety assessment: a randomized controlled trial

Abstract

We found no significant differences between the groups in the cognitive burden level, competency assessment scores, and time spent on task. The much cheaper-to-produce static graphics were equally effective as simple animations in this medical education scenario.

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

“…Forty studies [27–42,45,48–55,57,58,60,63–67,69–73] compared eLearning to traditional learning and 9 studies [43,44,46,47,56,59,61,62,68] compared one mode to another mode of eLearning. The shortest duration of exposure was 20 minutes [47] and the longest was 1 year [58].…”

“…Most of the studies (42 out of 49; 86%) were conducted in high–income countries, and 13 of these [28,33,36,37,40,42,45,47,57,64,66–68] in the USA. The remaining 5 studies were conducted in low– and middle–income countries: 1 [69] in Thailand; 1 [49] in China; and 1 [51,60,65] in Brazil.…”

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

“…From 2,704 articles identified in our search, we included 20 articles describing 22 distinct comparisons (two articles described two comparisons each): Bell et al 2000;Blackmore et al 2006;Cook et al 2005Cook et al , 2006Cook et al , 2008aCook et al , b, 2009bDennis 2003;Friedl et al 2006a, b;Grundman et al 2000;Kopp et al 2008;Leong et al 2003;Mattheos et al 2004;Nicholson et al 2006;Papa et al 1999;Schittek Janda et al 2005;Spickard et al 2002and Tunuguntla et al 2008. We contacted and received additional information from authors of three studies (Nicholson et al 2006;Papa et al 1999;Tunuguntla et al 2008).…”

“…• A study comparing the timing of case-based self-assessment questions (either preceding or following the didactic information) found only trivial and nonsignificant differences in both time (ES -0.024) and knowledge (ES -0.09; Cook et al 2009a). • An Internet-based course with animations took 13% longer (ES 0.68) to complete than the same course using static graphics, but learners scored slightly higher on the knowledge test (ES 0.37; Tunuguntla et al 2008). • An Internet-based course redesigned to enhance online discussion accomplished its aim, with learners using the new format spending 42% longer than those using the older format (ES 0.44, p \ .001; Blackmore et al 2006).…”

“…We contacted and received additional information from authors of three studies (Nicholson et al 2006;Papa et al 1999;Tunuguntla et al 2008). Table 2 summarizes the methodological quality of included studies.…”