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The effectiveness of an interactive computer program versus traditional lecture in athletic training education
D L Wiksten1, P Patterson, K Antonio
1Department of Exercise and Nutritional Sciences, San Diego State University, San Diego, CA 92182.
Journal of Athletic Training
|March 25, 2006
Summary
Traditional lectures were more effective than the interactive athletic training educational curriculum (IATEC) computer program for teaching the quadriceps angle (Q-angle). While IATEC improved knowledge and skills over no instruction, it fell short of traditional methods.
Area of Science:
- Athletic Training Education
- Computer-Assisted Instruction
- Motor Skill Acquisition
Background:
- Traditional lecture-based instruction is a common method for teaching athletic training concepts.
- Interactive computer programs offer a potential alternative or supplement to traditional teaching methods.
- Evaluating new educational technologies is crucial for improving athletic training curricula.
Purpose of the Study:
- To compare the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program against traditional lecture instruction.
- To assess cognitive knowledge, practical skill acquisition, and student attitudes toward each instructional method.
- To determine the efficacy of the IATEC program for teaching quadriceps angle (Q-angle) assessment.
Main Methods:
- Sixty-six undergraduate athletic training students were randomly assigned to three groups: traditional lecture, IATEC, or control.
- The traditional lecture and IATEC groups received 50-minute instruction on Q-angle assessment.
- Cognitive knowledge, practical skill performance, and attitudes toward instruction were measured using examinations, checklists, and surveys.
Main Results:
- Both traditional lecture and IATEC groups significantly outperformed the control group in cognitive knowledge and practical skills.
- The traditional lecture group demonstrated significantly higher cognitive knowledge scores than the IATEC group.
- No significant differences in practical skill performance were found between the traditional lecture and IATEC groups.
- Student attitudes, including comfort, creativity, and function, were significantly more favorable toward traditional lecture instruction.
Conclusions:
- The IATEC computer module is an effective instructional tool but may not be sufficient alone for developing cognitive knowledge.
- Traditional lecture instruction appears more effective than the IATEC program for enhancing cognitive understanding of the Q-angle.
- Further research is recommended to explore the potential of the IATEC program as a supplementary tool in athletic training education.