Motivation in computer‐assisted instruction

Hu, Amanda; Shewokis, Patricia A.; Ting, Kimberly; Fung, Kevin

doi:10.1002/lary.26040

Cited by 26 publications

(36 citation statements)

References 27 publications

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“…A total of 24 studies (1757 participants) [11,24,26-28,30-32, 34-37,39,41-44,46-48,50-53] assessed knowledge as the primary outcome. Of them, 6 studies focused on postregistration health professionals [30,42,46,47,50,53] and all others focused on preregistration health professionals.…”

Section: Resultsmentioning

confidence: 99%

Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Kyaw¹,

Saxena²,

Posadzki³

et al. 2019

J Med Internet Res

504

300

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BackgroundVirtual reality (VR) is a technology that allows the user to explore and manipulate computer-generated real or artificial three-dimensional multimedia sensory environments in real time to gain practical knowledge that can be used in clinical practice.ObjectiveThe aim of this systematic review was to evaluate the effectiveness of VR for educating health professionals and improving their knowledge, cognitive skills, attitudes, and satisfaction.MethodsWe performed a systematic review of the effectiveness of VR in pre- and postregistration health professions education following the gold standard Cochrane methodology. We searched 7 databases from the year 1990 to August 2017. No language restrictions were applied. We included randomized controlled trials and cluster-randomized trials. We independently selected studies, extracted data, and assessed risk of bias, and then, we compared the information in pairs. We contacted authors of the studies for additional information if necessary. All pooled analyses were based on random-effects models. We used the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach to rate the quality of the body of evidence.ResultsA total of 31 studies (2407 participants) were included. Meta-analysis of 8 studies found that VR slightly improves postintervention knowledge scores when compared with traditional learning (standardized mean difference [SMD]=0.44; 95% CI 0.18-0.69; I2=49%; 603 participants; moderate certainty evidence) or other types of digital education such as online or offline digital education (SMD=0.43; 95% CI 0.07-0.79; I2=78%; 608 participants [8 studies]; low certainty evidence). Another meta-analysis of 4 studies found that VR improves health professionals’ cognitive skills when compared with traditional learning (SMD=1.12; 95% CI 0.81-1.43; I2=0%; 235 participants; large effect size; moderate certainty evidence). Two studies compared the effect of VR with other forms of digital education on skills, favoring the VR group (SMD=0.5; 95% CI 0.32-0.69; I2=0%; 467 participants; moderate effect size; low certainty evidence). The findings for attitudes and satisfaction were mixed and inconclusive. None of the studies reported any patient-related outcomes, behavior change, as well as unintended or adverse effects of VR. Overall, the certainty of evidence according to the GRADE criteria ranged from low to moderate. We downgraded our certainty of evidence primarily because of the risk of bias and/or inconsistency.ConclusionsWe found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education. The findings on other outcomes are limited. Future research should evaluate the effectiveness of immersive and interactive forms of VR and evaluate other outcomes such as attitude, satisfaction, cost-effectiveness, and clinical practice or behavior change.

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Section: Resultsmentioning

confidence: 99%

Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Kyaw¹,

Saxena²,

Posadzki³

et al. 2019

J Med Internet Res

504

300

View full text Add to dashboard Cite

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“…With flexibility in time and space, immediate scoring and feedback, and cost efficiency [ 8 ], CBT provides a strong intrinsic testing motivation [ 9 ]. A high level of student motivation has also been identified through computer-assisted instructions among senior medical students [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Conversion of extrinsic into intrinsic motivation and computer based testing (CBT)

et al. 2018

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BackgroundBecause computers are used in many aspects of today’s life, it seems necessary to include them in teaching and assessment processes.MethodThe aims of this cross-sectional study were to construct a multidimensional valid scale, to identify the factors that influenced the nature of student motivation on Computer Based Testing (CBT), to recognize how students self-regulated their activities around CBT, and to describe the efficiency of autonomous versus controlled situations on motivation. The study was carried out among 246 Iranian Paramedical Students of Tabriz Medical Sciences University, Tabriz, Iran; 2013–2014.The researchers prepared a questionnaire, based on the Self-Determination Theory (SDT), containing 26 items with a five-point Likert scale. It was prepared according to a previous valid questionnaire and by sharing opinions with some students and five professors. The factor analysis was done to perform instructional and exploratory factor analysis.ResultsThe Kaiser-Meyer-Olkin(KMO) measure was performed and variables were correlated highly enough to provide a reasonable basis for factor analysis. The selected 4 factors determined a 60.28% of the variance; autonomy 26.37%, stimulation 14.11%, relatedness10.71%, and competency 9.10%.ConclusionA questionnaire was prepared and validated, based on SDT variables. The results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivation and CBT. There was a general positive attitude towards computer-based testing among students. As students became intrinsically motivated through the promotion of autonomous regulation, CBT was recommended as a proper test mode.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1249-4) contains supplementary material, which is available to authorized users.

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“…After the teacher's presentation and students' individualized assimilation, use the ARCS theory instead of discussion section. The ARCS theory is developed by the psychologist Dr. John Keller, which proposed four components: attention (A), relevance(R), concentration(C), and satisfaction(S) [3]. It can be used to stimulate students' motivation for learning.…”

Section: Using Of Combination Of Flipped Classroom and Pad Classmentioning

confidence: 99%

The Teaching Reform of Combination of Flipped Classroom and PAD Class in University

Ai¹,

Shi²,

Han³

et al. 2016

Proceedings of the 2016 4th International Conference on Management Science, Education Technology, Arts, Social Science and Econ

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Flipped classroom and PAD class (Presentation-Assimilation-Discussion) are getting more and more attention and application in China. But how to realize invert in class teaching and how to guide students' active learning has become a common concern for teachers. The article proposes a new reform of college class teaching, by combing flipped classroom and PAD class together and taking advantages of each other merits and avoiding the shortcomings. The new reform is about classroom teaching practice, and can achieve better teaching results.

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Motivation in computer‐assisted instruction

Abstract: N/A. Laryngoscope, 126:S5-S13, 2016.

Cited by 26 publications

References 27 publications

Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Conversion of extrinsic into intrinsic motivation and computer based testing (CBT)

The Teaching Reform of Combination of Flipped Classroom and PAD Class in University

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