Evaluation of a computer assisted learning resource in an undergraduate anatomy course

Presenter First Name: 
Alison
Presenter Last Name: 
Doubleday, PhD
Year of Presentation: 
2011

 

The Virtual Lab- http://www.indiana.edu/~anat215/virtuallab/index.html

  • Flash-based
  • Highlights
  • Function info
  • Pin Me!  
  • Heuristic evaluation

Survey – Fall 2007
245 respondents (58% response rate)
Questions:

  • Do students use the virtual lab?
  • How often do they use it? How much time do they spend using it?  

Other data collected: class standing, sex, learning style, qualitative data
160 respondents (~65%) provided access to semester grades

Respondent Characteristics: Class standing

  • 19% freshman
  • 39% sophomores
  • 22% juniors
  • 15% seniors
  • 5% other

Respondent Characteristics: Self-Reported Learning Style

  • 33.5% visual
  • 2.4% aural
  • 13.9% read/write
  • 9.8% kinesthetic
  • 39.6% multimodal

Virtual Lab Use Among Respondents

  • 78% use the virtual lab
  • 22% do not use the virtual lab

Virtual Lab Use: Frequency and Time on Task

  • most (47%) use the virtual lab just before an exam
  • only 1% of respondents use the virtual lab daily
  • most (47%) spend 30 min – 1 hour using the virtual lab each time

Quantitative Analysis Results

  • Association between learning style & virtual lab use is statistically significant (chi square = 11.535, df = 4, p =< .05)
  • Certain resources may appeal to specific types of learners
  • Some learners may be less likely to use specific resources

Frequency of VL use & learning styles
When comparing frequency of VL use among learning styles, the distributions in the 5 learning style groups are non-identical (Kruskal-Wallis p= < .05)

Lab Exam 2 Grades

  • Muscular system & nervous system
  • Virtual lab sections for this material completed in Spring 2007
  • When comparing lab exam 2 grades between VL users & non-users, the distributions in the 2 groups differed significantly (Mann-Whitney U = 1622, p = < .05, 2-tailed)

Qualitative: what do students like best?

  • Accessability (35%)
  • Interactivity (28%)
  • Use of class models in images (23%)
  • Image quality (6%)
  • Clarity of information (5%)
  • As an aid to prepare in advance of class (3%)

Qualitative: what can be improved:

  • More class models in images (43%)
  • More histology (21%)
  • More labels (18%)
  • Fixing technical problems (15%)
  • Other (3%)

Conclusions

  • Learning Style plays a role in determining whether students are using the Virtual Lab
  • Learning Style plays a role in determining how frequently students use the Virtual Lab
  • There are significant differences in lab exam 2 scores between Virtual Lab users and non-users
American Association of Anatomists

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