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Updated: May 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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Published on: December 9, 2022

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

Mary E Frost, Dustin C Derby, Andrea G Haan

    The Journal of Chiropractic Education
    |August 21, 2013
    PubMed
    Summary

    Technology-based learning aids show a relationship with improved outcomes for chiropractic students in business courses, particularly for visual and kinesthetic learners. Further research is needed to clarify the exact nature of this educational technology impact.

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    Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

    Published on: June 10, 2021

    Area of Science:

    • Chiropractic Education
    • Educational Technology
    • Business Curriculum

    Background:

    • Newly graduated chiropractors face challenges in small business and insurance. Diverse learning styles require varied instructional methods for business courses. Technology integration may enhance learning outcomes.
    • Current chiropractic business education may not adequately prepare graduates for practice management. Identifying effective instructional strategies is crucial for student success.
    • Diverse learning styles (e.g., visual, kinesthetic) necessitate adaptable teaching approaches in higher education.

    Purpose of the Study:

    • To determine if technology-based instructional aids improve chiropractic students' mastery of business course learning outcomes. To investigate the relationship between technology use, learning styles, and content mastery.
    • To assess the impact of computer-assisted learning compared to traditional lectures on student learning outcomes. To explore how different learning styles interact with technology-enhanced instruction.

    Main Methods:

    • Convenience sampling of 86 chiropractic students. Survey assessing course learning outcomes, learning style, and perceived helpfulness of lecture vs. computer-assisted learning.
    • Quantitative analysis of survey data to identify relationships between instructional methods and learning outcome achievement. Pre- and post-intervention measures were used to evaluate learning gains.

    Main Results:

    • Respondents found traditional lectures more helpful than computer-assisted learning. Significant positive relationships were observed between technology-assisted learning and learning outcomes 1 and 2 for visual and kinesthetic learners.
    • All learning style groups demonstrated significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. This suggests a broader impact of technology on specific content areas.
    • While not universally preferred, technology-based aids correlated with improved learning outcomes in specific areas and for certain learning styles.

    Conclusions:

    • Evidence suggests a relationship between technology-based instructional aids and chiropractic students' learning of business course content. The precise nature and extent of this relationship require further investigation.
    • Technology integration in chiropractic business education shows potential for enhancing specific learning outcomes. Tailoring technology to diverse learning styles may optimize educational effectiveness.
    • Further research is warranted to elucidate the mechanisms through which technology impacts learning and to refine its application in chiropractic curricula.