Effects of microworld game-based approach on neuromuscular disabled students learning performance in elementary basic science courses

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

Student success in basic medical science courses is typically determined by their individual performance on examinations of various types. Previous research both within and outside medical education has shown that the use of educational assessment activities can increase learning as demonstrated by performance on subsequent examinations, a phenomenon known as the testing effect. Activities primarily designed and used for assessment and evaluation purposes can also be used as teaching opportunities. We developed a method for measuring and evaluating student accomplishment in a preclinical basic science course that incorporates both individual and collaborative efforts, encourages and rewards active participation, does not compromise the reliability of the assessment outcome and is perceived by the students as helpful and valuable. The approach involved a two-part assessment activity composed of an individual examination and a small group examination with each component differentially weighted in determining an overall examination score. We found that the method was successful in encouraging collaborative efforts during the group component and provided valid measures of student grasp of the subject matter. We describe the development and implementation of the method, provide data derived from its use in a preclinical basic science course and discuss factors to be addressed when utilizing this approach to ensure fairness and reliability of the outcome. We include brief summary comments from students regarding their impressions of the value of this method.

We investigated the study strategies of first and second year medical students and tested the associations between study habits and performances in their basic science courses. Upon completion of every basic science course, students completed a survey ranking the study strategies they utilized throughout each course. Results of a principle component analysis showed that study strategies clustered into one of three study factors: “rote” learning, “constructive” learning, or “review” learning. Each of these study factors comprised related study strategies. Students tended to use “constructive” strategies predominantly, but altered their study habits based on content delivered in specific courses. Trends emerged indicating negative correlations for “rote” learning and course performance whereas there were positive correlations for “constructive” learning and course performance. Courses where “constructive” learning had the greatest effects also tended to have the greatest number of questions that required “constructive” reasoning on the final exam.

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists.

Recently, researchers have demonstrated the benefits of technology-enhanced science inquiry activities. To improve students’ self-regulation and assist them in controlling their own learning pace through inquiry activities, in this study, a self-regulated science inquiry approach was developed to assist them in organizing information from their real-world exploration. A quasi-experimental design was conducted in an elementary school natural science course to evaluate the students’ performance using the proposed learning approach. One class assigned as the treatment group learned with the self-regulated science inquiry approach, while the other class assigned as the control group learned with the conventional science inquiry approach. The students’ learning achievement, tendency of information help seeking, tendency of self-regulation, and self-efficacy were evaluated. The results of the study revealed that the self-regulated science inquiry approach improved the students’ learning achievement, especially for those students with higher self-regulation. In addition, the students who conducted inquiry with the self-regulated learning strategy increased their tendency of information help seeking, self-efficacy, and several aspects of self-regulation, including time management, help seeking, and self-evaluation. Accordingly, this study demonstrated the effectiveness of the self-regulated learning strategy, an approach with high learner control, in terms of improving students’ learning achievement and their self-regulation.

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

The authors explored the extent to which medical schools have established institutional and departmentalized educational objectives, by examining the accreditation databases, institutional self-studies, and site visit reports of 59 schools surveyed by the Liaison Committee on medical Education (LCME) in 1994-1996. In this study, the individual school was the unit of analysis, and the dependent variables were statements--in outcomes' terms--of institutional and departmental learning objectives. Objectives were classified as "robust" when they were expressed as measurable learning outcomes in the domains of knowledge and skills and behaviors. Departmental objectives were assessed separately for core basic science courses and clinical clerkships. A number of independent variables were studied for their association with the elaboration of outcomes-based educational objectives: centralized management of the curriculum, curricular reform, an office of education, an institutionalized faculty development program, problem-based learning, interdisciplinary teaching, systematized assessment of educational outcomes, and structured clinical skills assessment. Of the 59 schools, 15 (25%) had robust institutional objectives that identified items of measurable knowledge, skills, and behavior, while 44 (75%) had modest objectives, usually descriptions of the purpose of the curriculum, global statements about the knowledge and behavior qualities that students should acquire, and the subjects that instructors intended to tech. Schools with well-articulated learning outcomes were more likely to have centralized management of the curriculum, a record of curricular reform, a program of problem-based learning, rich basic science course and clerkship objectives, and structured assessment of students' clinical skills. Well-stated and diverse educational objectives were found for basic science courses in only 13 of the 59 schools (22%). Thirty of the schools (51%) had clerkships with robust learning objectives, more commonly in the generalist specialties of pediatrics, family medicine, and internal medicine. Clerkships with stout objectives more often employed structured assessments of students' clinical skills. Schools that paid attention to the explication of learning objectives were more likely to link specific institutional and departmentalized outcomes with methods of evaluating students, in turn guiding the content and methods of instruction. Schools with vapid objectives attracted 40% more accreditation citations for shortcomings in curricular management, course and clerkship quality, and the evaluation of student achievement, especially in the clinical skills domain. In the future, accreditors should focus more closely on this association.

An online game approach for improving students’ learning performance in web-based problem-solving activities

Introduction: In recent years curriculum reform and integration was done in many medical schools. The integrated curriculum is a popular concept all over the world. In Shiraz medical school, the reform was initiated by stablishing the horizontal basic science integration model and Early Clinical Exposure (ECE) for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. Methods: This study is an analytic descriptive and triangulation mixed method study which was carried out in Shiraz Medical School in 2012, based on the views of professors of basic sciences courses and first and second year medical students. The study evaluated the quality of the relationship between basic sciences and clinical courses and the method of presenting such courses based on the Context, Input, Process and Product (CIPP) model. The tools for collecting data, both quantitatively and qualitatively, were some questionnaires, content analysis of portfolios, semi- structured interview and brain storming sessions. For quantitative data analysis, SPSS software, version 14, was used. Results:In the context evaluation by modified DREEM questionnaire, 77.75%of the students believed that this educational system encourages them to actively participate in classes. Course schedule and atmosphere of class were reported suitable by 87.81% and 83.86% of students. In input domain that was measured by a researcher made questionnaire, the facilities for education were acceptable except for shortage of cadavers. In process evaluation, the quality of integrated modules presentation and Early Clinical Exposure (ECE) was good from the students’ viewpoint. In product evaluation, students’ brain storming, students’ portfolio and semi-structured interview with faculties were done, showing some positive aspects of integration and some areas that need improvement. Conclusion: The main advantage of assessing an educational program based on CIPP evaluation model is that the context, input, process and product of the program are viewed and evaluated systematically. This will help the educational authorities to make proper decisions based on the weaknesses and strengths of the program on its continuation, cessation and revision. Based on the results of this study, the integrated basic sciences course for undergraduate medical students in Shiraz Medical School is at a desirable level. However, attempts to improve or reform some sections and continual evaluation of the program and its accreditation seem to be necessary.

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

Background: Research about teaching methods and students' education is an important subject which can improve the quality of education. This study was performed to compare three educational methods: teaching through lecture, presentation by small group of students, student's search and study of topics before the class. Methods: This quasi-experimental study was conducted on 42 students' of 5th semesters of basic science course, in Mashhad faculty of medicine. In order to compare the learning outcomes, usefulness and clarity of subjects, similar three subjects were selected from health education sessions and presented with one of the three methods. Descriptive examinations of the most important entries were taken with a similar structure at the end of each session. The collected data was analyzed by using SPSS 11.5 software and statistical tests of repeated measurements, McNemar and Spearman correlation. Results: Mean of exam scores, in method of study before the class was the highest and after that students' presentation was more than the lecture (P <0.001). The frequency of students who had great interest in students' small group presentation, search and study before class was more than lecture method (P =0.02). Conclusion: Interest rate and student exam scores in student-centered teaching methods were more than the lecture by the teacher. This study showed that students' active role in teaching process can provide a better outcome and higher satisfaction for learners.

In this study, an augmented reality system is developed for context-aware ubiquitous learning by integrating a repertory grid oriented Mind tools to facilitate the students to observe the learning targets and organize what they have learned during the u-learning process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the students' performance in terms of their learning attitudes, learning motivation, self-efficacy, cognitive load and learning achievements. From the experimental results, it is found that the Mind tools-integrated augmented reality system has drawn much attention from the students, and their learning attitudes were very high.

IntroductionEmbodiment in augmented reality has attracted increasing attention in educational research. This study investigated how the degree of embodied experience in augmented reality affects high school students’ learning achievement, cognitive load, and technology acceptance.MethodsDrawing on embodied cognition and the Cone of Experience, augmented reality learning tasks were designed with different degrees of embodied experience and implemented in biology instruction on cell structure. A total of 122 Chinese high school students participated and were assigned to either low- or high-embodiment augmented reality experiences. Data were analyzed using analyses of covariance, with learners’ prior knowledge scores entered as a covariate to control for pre-existing differences in knowledge level.ResultsStudents who engaged in high-embodiment augmented reality achieved better learning performance in both knowledge retention and transfer, and they also reported significantly lower cognitive load. In terms of technology acceptance, high-embodiment augmented reality enhanced perceived usefulness, while low-embodiment augmented reality was associated with higher perceived ease of use.DiscussionThese findings demonstrate that the degree of embodiment in augmented reality experiences differentially influences learning achievement, cognitive load, and technology acceptance, offering empirical evidence and practical guidance for optimizing embodied augmented reality design in education.

Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a two-tier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the “migratory bird identification” unit of an elementary school natural science course. Two classes of fifth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only significantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed significantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective.

The study employs an augmented-reality App to train elementary students’ spatial rotation ability and investigates the effect of different presentation styles on students’ learning performance of spatial rotation, on their cognitive load, and on their situational interest of the training experiences. Based on the quasi-experimental design, four 5 th - and 6 th -grade classes were divided into two groups (i.e., the Augmented-Reality group and the 3D-View group) to train the spatial rotation ability. Instruments including the spatial-rotation test, the cognitive-load scale, and the situational-interest scale were used to evaluate the students’ learning performance, cognitive load, and situational interest. The two groups of students significantly improved their performance of spatial rotation after the training, and the Augmented-Reality group presented higher improvement than the 3D-View group. The two groups showed no significant difference in cognitive load no matter at the testing stage or at the training stage. Also, the two groups show no difference in their situational interest. It is suggested future research test different facets of spatial ability except the spatial rotation so more compressive spatial ability of students can be adequately evaluated. Additionally, various augmented-reality applications of different topics and areas can be developed, and different training and testing methods could be employed to understand how students learn with the assistance of the new applications.