<scp>VARK</scp> learning preferences and mobile anatomy software application use in pre‐clinical chiropractic students

Meyer, Amanda; Stomski, Norman J.; Innes, Stanley I.; Armson, A.

doi:10.1002/ase.1555

Cited by 22 publications

(27 citation statements)

References 32 publications

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“…There is a need for students to feel sufficiently supported during their learning in order to maintain their engagement with the course. It has been well reported that students have various and often multimodal learning preferences (Meyer et al, ) and further factors such as personality (Finn et al, ) and the spatial ability of students influence successful learning of anatomy (Fernandez et al, ). Medical educators recognize the diverse learning needs of students as well as the ever‐changing learning resources students use which, most recently includes social media.…”

Section: Discussionmentioning

confidence: 99%

Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy

Hennessy

Kirkpatrick

Smith

et al. 2016

Anatomical Sciences Ed

140

155

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Neuroanatomy is a difficult subject in medical education, with students often feeling worried and anxious before they have even started, potentially decreasing their engagement with the subject. At the University of Southampton, we incorporated the use of Twitter as a way of supporting students' learning on a neuroanatomy module to evaluate how it impacted upon their engagement and learning experience. The #nlm2soton hashtag was created and displayed (via a widget) on the university's virtual learning environment (VLE) for a cohort of 197 Year 2 medical students studying neuroanatomy. Student usage was tracked to measure levels of engagement throughout the course and frequency of hashtag use was compared to examination results. Student opinions on the use of Twitter were obtained during a focus group with eleven students and from qualitative questionnaires. The hashtag was used by 91% of the student cohort and, within this, more students chose to simply view the hashtag rather than make contributions. The completed questionnaire responses (n = 150) as well as focus group outcomes revealed the value of using Twitter. A negligible correlation was found between student examination scores and their viewing frequency of the hashtag however, no correlation was found between examination scores and contribution frequency. Despite this, Twitter facilitated communication, relieved anxieties and raised morale, which was valued highly by students and aided engagement with neuroanatomy. Twitter was successful in creating and providing a support network for students during a difficult module. Anat Sci Educ 9: 505-515. © 2016 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy

Hennessy

Kirkpatrick

Smith

et al. 2016

Anatomical Sciences Ed

140

155

View full text Add to dashboard Cite

show abstract

“…Just as for game experience, this questionnaire was administered as a check on the random distribution of participants. Empirical research on the VARK questionnaire suggests that it has fair to good construct validity, but poor to moderate predictive validity (eg, Alzain, Clark, Ireson, & Jwaid, ; Fitkov‐Norris & Yeghiazarian, ; Meyer, Stomski, Innes, & Armson, ). The present study did not aim to partake in the debate on the importance of learning styles for teaching and (adaptive) learning (see Newton & Miah, ).…”

Section: Methodsmentioning

confidence: 99%

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

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Research on serious games shows that complementary design measures are often needed to increase effectiveness. The present study investigated the role of scripted collaboration. In such a collaboration, players are assigned roles or given specific tasks to stimulate them to communicate more about essential game aspects (eg, arguing why a move should be made versus merely suggesting a move), and thereby raise learning. A risk of scripted collaboration is that it can constrain communication so much that motivation drops. An experiment with eighth‐grade students is reported in which a scripted and non‐scripted condition were compared for their effects on the level of dialogic acts, motivation and learning outcomes. In the scripted condition, players were assigned opposing roles in a game that revolved around making smart choices by considering each perspective. The findings supported the prediction that scripting would raise the level of the dialogues. Scripting led to significantly more dialogic acts about deeper level game features. In addition, players in the scripted condition achieved a significantly higher mean score on a knowledge posttest. An exploratory analysis showed that higher level dialogic acts correlated with higher posttest scores. Motivation was the same in both conditions. What is already known about this topic Without complementary support, serious games may yield low learning effects. Collaborative game‐play helps raise the effectiveness only moderately. What this paper adds The effectiveness of learning from a serious game was investigated for a conflict script that stimulated players to adopt opposing roles. The conflict script did not affect the amount of talking. Gaming‐the‐game expressions predominantly coincided with relevant observations about game content. Scripted collaboration increased the level of the dialogic acts, and raised learning. Higher levels of dialogic acts were also positively related with higher learning outcomes. Implications for practice and/or policy Collaboration scripts can contribute substantially to game‐based learning. They have the advantage that they can be constructed by educators. The design of a collaboration script requires careful balancing the need to stimulate certain kinds of game communications and avoiding imposing too much constraints on these communications.

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“…Many reports on student device ownership show smartphone adoption rates well above 90% (e.g. Allagui 2014;Bradley and Holley 2011;Brett 2011;Cassidy et al 2014;Meyer et al 2015), but this is not universal. Bogdanović et al (2014) reported that less than 50% of their sample owned smartphones, which became a barrier for the delivery of mobile activities.…”

Section: Costsmentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

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VARK learning preferences and mobile anatomy software application use in pre‐clinical chiropractic students

Cited by 22 publications

References 32 publications

Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy

Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Blurring time and place in higher education with bring your own device applications: a literature review

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