The Effect of multımedıa-based educatıon ın dıstance learnıng on nursıng Students'

NCT05678855 | Completed

• 1 other identifier: EsinMultimedia
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

Abstract Objective: In this study, it is aimed to evaluate the effect of multimedia teaching materials on students' academic achievement and motivation in teaching nursing process course. Design: Randomized controlled trial. Settings: Public university. Participants: The research was carried out on first year nursing students (N=70). Methods: Data; were collected using the introductory features form, academic achievement evaluation (quiz) and Instructional Materials Motivation Questionnaire. Research data were collected using online questionnaires. The experimental group students were presented with the contents of the nursing process course, which was prepared with multimedia materials for two hours in seven weeks with distance education. The control group students were taught by distance education and traditional lectures for two hours in seven weeks.

Conditions

Nursing Students

Keywords

multimedia based education

Outcome Measures

Primary Outcomes (3)

• Sociodemographic Characteristics Form

  data were collected including age, gender, the status of choosing the nursing department, whether they previously received distance learning, and their status of gaining professional knowledge through distance learning.

  one week

• Academic Success Assessment (Quiz)

  It is a 20-question quiz created by the researcher to measure the success of the students in the Nursing Process course. The duration of this exam is 20 minutes and each question is worth 5 points. This was conducted as an online exam in the University's teaching management system.

  8th week

• Instructional Materials Motivation Survey (IMMS)

  Instructional Materials Motivation Survey was prepared by J. M. Keller (2009) as a motivation model for attention, relevance, confidence, and satisfaction. IMMS identifies changes in students' motivation when faced with instructional materials based on key components. As a result of the analyzes, the survey was adapted to Turkish with two factors and 24 items. The reliability (Cronbach's Alpha) internal consistency coefficient of the survey was found to be 0.83 for the total survey, and 0.79 and 0.69 for the sub-factors, respectively. The sub-dimensions of the scale are divided into attention-relevance and confidence-satisfaction. The scale is in the type of self-report. The survey is a 5-point Likert type (1 = Totally disagree, 5 = Totally agree). The lowest score that can be obtained from the scale is 24, and the highest score is 120. The higher the total score, the stronger the motivation to learn.

  8 weeks

Study Arms (2)

control group

NO INTERVENTION

Control Group: The topics of the course were prepared by the researcher using PowerPoint. Before starting the courses, it is ensured that all students attended the course using the Microsoft Teams program. The contents prepared were presented to the students in the control group with the traditional education method on a weekly basis.

experimental group

EXPERIMENTAL

a) Experimental Group: First, the topics of the course were prepared by the researcher using multimedia tools. Before starting the courses, it is ensured that all students attended the course using the Microsoft Teams program. The contents prepared were presented to the students in the experimental group in an interactive way on a weekly basis.

Behavioral: A randomızed Controlled Study with pre-test and post-test

Interventions

A randomızed Controlled Study with pre-test and post-test BEHAVIORAL

The intervention in this study is to apply multimedia-based instruction in distance education to the experimental group. control group students received distance education through traditional teaching. Experimental group students received distance education through interactive teaching prepared with multimedia tools. Experimental group, interactions were made using applications such as Icebreaker, Puzzle, QR code, Mentimeter, and Padlet. In addition, animation, infographics, animated slides (Multimedia tools) were used for the experimental group.In the control group, plain narration was given. Tests were administered to both groups before and after the intervention.

experimental group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Students who had internet access and volunteered to participate were included in the study.

You may not qualify if:

• Students who did not have internet access and did not volunteer to participate were not included in the study.

Sponsors & Collaborators

• Suleyman Demirel University: lead

Study Sites (1)

Suleyman Demirel University

Isparta, Turkey (Türkiye)

Location

Related Publications (1)

• McCoy L, Lewis JH, Dalton D. Gamification and Multimedia for Medical Education: A Landscape Review. J Am Osteopath Assoc. 2016 Jan;116(1):22-34. doi: 10.7556/jaoa.2016.003.

  PMID: 26745561 RESULT

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: students were given information about the study, but not in which group they are included. Thus, blinding was ensured.
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Randomized controlled trial

Study Record Dates

• First Submitted: December 15, 2022
• First Posted: January 10, 2023
• Study Start: February 10, 2021
• Primary Completion: June 10, 2021
• Study Completion: December 10, 2022
• Last Updated: January 10, 2023

Record last verified: 2023-01

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)