Motivation in Computer-Assisted Instruction
Motivation in Computer-Assisted Instruction
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DOI：
10.1002/lary.26040
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发表时间：
2016-08-01
期刊：
影响因子：
2.6
通讯作者：
Fung, Kevin
中科院分区：
文献类型：
--
作者：
Hu, Amanda;Shewokis, Patricia A.;Fung, Kevin
目标/假设：计算机辅助教学是指计算机作为信息传递和与学习者直接交互的手段发挥中心作用的教学。计算机辅助教学已成为医学院课程的主流。例如，已经创建了喉部的三维(3D)计算机模块来教授喉部解剖。虽然计算机辅助教学的新颖性和教育潜力引起了人们的极大关注，但这些新技术的使用率一直很低。一些专家将这个问题归因于学生缺乏动力。动机被定义为对以目标为导向的行为的愿望和行动。心理学家约翰·凯勒博士发展了动机学习的ARCS理论，该理论提出了动机学习的四个组成部分：注意力(A)、相关性(R)、注意力(C)和满足感(S)。凯勒认为，动机不仅是小学生与生俱来的特征，还会受到外部因素的影响，比如课程的教学设计。因此，理解动机是正确设计计算机辅助教学的重要一步。凯勒还开发了一种包含36个条目的验证工具，称为教学材料动机调查(IMMS)，以衡量动机。本研究的目的是研究计算机辅助教学中的动机。使用3D计算机模块学习解剖学的医学生将拥有更高的喉部解剖测试分数和更高的IMMS动机分数。研究设计：前瞻性、随机、对照试验。方法：在获得机构评审委员会批准后，100名医学生(平均年龄25.5+/-2.5岁，49%男性)被随机分配到3D计算机模块(n=49)或书面文本(n=51)。双方的信息内容是相同的。学生们被给予30分钟的时间学习喉部解剖，然后完成喉部解剖测试和IMMS。学生被分为低年级(1年级和2年级)和高年级(3年级和4年级)。结果：不同教育方式的学生在解剖成绩上没有显著差异。不同年龄段的教育方式交互作用显著[F(1，96)=4.12，P=0.045，omega(2)=0.031]。在总分上，年级差异显著[F(1，96)=22.28，P<；0.001，omega(2)=0.178]，高年级得分(15.4+/-2.6)显著高于低年级(12.8+/-3.1)。在动机维度上，IMMS总分有两个显著效应。在教育方式[F(1，96)=5.18，P=0.025，omega(2)=0.041]中，3D组得分(12.4+/-2.8)显著高于书面文本组(11.7+/-3.2)。年龄[F(1，96)=25.31，P<；0.001，omega(2)=0.198]，大四学生得分(13.4+/-3.0)显著高于大三学生(10.8+/-2.5)。解剖学成绩与IMMS动机得分呈正相关(r=0.22~0.91)(P<；0.05)。结论：在医学生中，计算机辅助教学没有明显的教育效益，但计算机辅助教学与较高的动机水平有关。研究发现，计算机辅助教学对解剖学和动机学分数较高的高年级医学生有更大的积极影响。更高的解剖学分数与更高的动机分数正相关。计算机辅助教学可能更适合高年级学生。
Objectives/Hypothesis: Computer-aided instruction (CAI) is defined as instruction in which computers play a central role as the means of information delivery and direct interaction with learners. Computer-aided instruction has become mainstream in medical school curricula. For example, a three-dimensional (3D) computer module of the larynx has been created to teach laryngeal anatomy. Although the novelty and educational potential of CAI has garnered much attention, these new technologies have been plagued with low utilization rates. Several experts attribute this problem to lack of motivation in students. Motivation is defined as the desire and action toward goal-oriented behavior. Psychologist Dr. John Keller developed the ARCS theory of motivational learning, which proposed four components: attention (A), relevance (R), concentration (C), and satisfaction (S). Keller believed that motivation is not only an innate characteristic of the pupil; it can also be influenced by external factors, such as the instructional design of the curriculum. Thus, understanding motivation is an important step to designing CAI appropriately. Keller also developed a 36-item validated instrument called the Instructional Materials Motivation Survey (IMMS) to measure motivation. The objective of this study was to study motivation in CAI. Medical students learning anatomy with the 3D computer module will have higher laryngeal anatomy test scores and higher IMMS motivation scores. Higher anatomy test scores will be positively associated with higher IMMS scores.Study Design: Prospective, randomized, controlled trial.Methods: After obtaining institutional review board approval, 100 medical students (mean age 25.5 +/- 2.5, 49% male) were randomized to either the 3D computer module (n = 49) or written text (n = 51). Information content was identical in both arms. Students were given 30 minutes to study laryngeal anatomy and then completed the laryngeal anatomy test and IMMS. Students were categorized as either junior (year 1 and 2) or senior (year 3 and 4).Results: There were no significant differences in anatomy scores based on educational modality. There was significant interaction of educational modality by year [F(1,96) = 4.12, P = 0.045, omega(2) = 0.031]. For the total score, there was a significant effect of year [F(1,96) = 22.28, P < 0.001, omega(2) = 0.178], with seniors (15.4 +/- 2.6) scoring significantly higher than juniors (12.8 +/- 3.1). For the motivational score, the total IMMS score had two significant effects. With educational modality [F(1,96) = 5.18, P = 0.025, omega(2) = 0.041], the 3D group (12.4 +/- 2.8) scored significantly higher than the written text group (11.7 +/- 3.2). With year [F(1,96) = 25.31, P < 0.001, omega(2) = 0.198], seniors (13.4 +/- 3.0) scored significantly higher than juniors (10.8 +/- 2.5). Pearson's correlation showed positive associations (r = 0.22-0.91) between anatomy scores and IMMS motivation scores (P < 0.05).Conclusion: Computer-aided instruction conferred no measurable educational benefit over traditional written text in medical students; however, CAI was associated with higher motivational levels. Computer-aided instruction was found to have a greater positive impact on senior medical students with higher anatomy and motivational scores. Higher anatomy scores were positively associated with higher motivational scores. Computer-aided instruction may be better targeted toward senior students.