BLOGS WEBSITE

Students love branched scenarios..

Fun and interactive way to learn a topic and a nice departure from the usual presentations we are accustomed to.” – student comment.

Dr Ben Saxon recently collaborated with me and Michael Brockhouse (Learning Resource Developer, LEI) to build and deploy a PowerPoint branched scenario to teach anaemia in the MBBS 5th year Paediatrics rotation. An earlier article showed how we designed and built this resource. Student feedback was collected. What was important to the students? Will they use it again? We tell you here.

  • Students had broad positive attitudes and perceptions of its usefulness, ease of use and educational compatibility with high levels of cognitive engagement.

  • Students thought it was a fun experience where they can become absorbed into the learning by trying different pathways and interacting with content.

We measured student attitudes across a number of validated domains:

  • Attitude & Affect: students were generally positive towards the branched scenario; ‘fun & enjoyable’ were standout perceptions.
  • Social Factors: students trusted the lecturer and saw others using it, which gave them a positive feeling towards it.
  • Usability and Educational Compatibility: the PowerPoint tool is seen as useful for learning because of its interactivity and feedback. The innovation was appreciated by students. The content was highly relevant to learning goals.
  • Ease of Use: students had a strong self-efficacy to use PowerPoint.
  • System Attributes: response, reliability and interface navigation were seen as good.
  • Cognitive Engagement: students were absorbed in the learning.
  • Intention to use again: the students have a fairly strong intent to use this type of resource again if more are developed.

Summary:

Students loved the interactive and explorative nature of this PowerPoint branched scenario and found it useful for their learning. It forces the student to engage their previous knowledge and make decisions, which they perceive as fun and absorbing. Lecturers can provide limits to help novice students, but also allow more advanced students to explore.

If you’re interested in exploring how these can be developed and used in your course please email me at andrew.kemp@adelaide.edu.au and I’ll be happy to help.

This entry was posted in Teaching and Learning and tagged , , , , , . Bookmark the permalink.
 

Comments are closed.