ABSTRACT

The aim of this study was to investigate if videos created by teaching staff had a positive impact on student learning of integrative physiological concepts. Eighteen undergraduate students enrolled on a sport and exercise science degree attended an introduction to immunology short course. All students were taught together and then split into two groups stratified by performance on a recent summative assessment. One group used the taught materials to prepare for a test, and the other group was provided with three animations alongside the taught materials. All students sat matching tests on the day of the course and repeated the test 1 week later. The intervention group scored on average 22% (95% CI 11, 33) higher than the control group on test one. The scores from both groups reduced by approximately 10% on test two. Results on the multiple-choice questions were comparable between groups, with the main difference observed in short answer questions. Students in the intervention group identified that the animations helped to simplify processes by providing a more visual way of learning. This may suggest that the videos are most efficacious for helping the understanding of biological processes rather than the recollection of facts or information.

摘要

本研究的目的是调查教学人员制作的视频是否对学生学习综合生理概念有积极影响。18 名攻读运动和运动科学学位的本科生参加了免疫学入门短期课程。所有学生都一起上课，然后根据最近的总结性评估的表现分成两组。一组使用教材准备考试，另一组在教材旁边提供三个动画。所有学生在课程当天参加匹配测试，并在 1 周后重复测试。干预组在测试一中的平均得分比对照组高 22% (95% CI 11, 33)。在第二次测试中，两组的分数都降低了大约 10%。多项选择题的结果在各组之间具有可比性，主要差异在简答题中观察到。干预组的学生发现，动画通过提供更直观的学习方式来帮助简化流程。这可能表明视频对于帮助理解生物过程而不是回忆事实或信息最有效。