Pairing practice and feedback with animations optimizes student learning in online module

Abstract

In this study, we investigated the optimal placement of animations and practice and feedback exercises with respect to each other and to static text and graphics in an online DNA replication module. We randomly assigned students in a first‐semester introductory biology course for freshmen biology majors and nonmajors to one of four online modules with animations and practice exercises (assets) either embedded with the text and images or saved until the end after all the text and images. Although we expected to find that embedding assets with text and images would improve learning outcomes, we were surprised to find that outcomes did not change with the location of these assets with respect to the text and static images. Instead, we found that colocation of exercises with animations was correlated with the biggest student learning gains, independent of where these assets appeared relative to the static text and static images. This held true both for immediate posttest scores and delayed application questions on a midterm exam. Our findings could have potential implications for how to best design online learning modules that feature multiple assets.

Home-campus nexus: The shift to homebased smart e-learning

“…As in the evidence reported in Brasier et al (2019) and Willems et al (2019), the findings of this study will assume a pivotal role in contributing towards the sustainable growth of homebased smart e-learning in the digital learning era.…”

Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning

“…[21][22][23][24][25][26][27] Through an online or Web-based delivery method, learners are not restricted to specific locations and time to acquire new knowledge and skills. 21,23,28 However, achieving the expected outcomes or positive effects from a Web-based training or learning module depends on a variety of factors, such as design and features, 27 interactivity with real-world experiences and use of multimedia, 21,29,30 simulation exercises, 23,31 inclusion of game design principles and humor, 22 and time allocated for completing the learning module. 25,28 In a study conducted by Sikkens et al, 27 medical students in the intervention (online learning) group increased their competence in antibiotic-prescribing practices compared with the control-group students.…”

“…With this education delivery method, learners are not restricted to specific locations and time to acquire new knowledge and skills (Boiling et al, 2012;Covington et al, 2019;Yoshioka-Maeda et al, 2019). However, achieving the expected outcomes or positive effects from an online learning module depends on a variety of factors, such as design and features (Sikkens et al, 2018), interactivity with real-world experiences and use of multimedia (Boiling et al, 2012;Brasier et al, 2019;Cacciamani et al, 2012), simulation exercises (Covington et al, 2019;Gonen et al, 2016), inclusion of game design principles and humor (Bond et al, 2017), and time allocated for completing the learning module (Karvinnen, 2017;Yoshioka-Maeda, 2019).…”

E-Animation Media to Improve The Understanding of Elementary School Science Learning

“…Animation also plays a role in increasing learning motivation and providing positive feedback. The use of animation in learning will create interactive learning conditions and strengthen exposure to material content (Brasier, Melville, Hershock, & Rule, 2019). The use of animation in learning activities can motivate students and make it easier for teachers to explain abstract material (Zakirman & Hidayati, 2017).…”