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Motivation in computer-assisted instruction.

Amanda Hu1, Patricia A Shewokis2, Kimberly Ting1

  • 1Department of Otolaryngology-Head and Neck Surgery, Drexel University College of Medicine, Philadelphia, Pennsylvania, U.S.A.

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Summary
This summary is machine-generated.

Computer-aided instruction (CAI) did not improve anatomy scores compared to traditional text but increased student motivation. CAI showed greater benefits for senior medical students, suggesting targeted implementation.

Keywords:
Computer-assisted instruction (CAI)medical educationmotivation

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Area of Science:

  • Medical Education
  • Educational Technology
  • Anatomy Learning

Background:

  • Computer-aided instruction (CAI) is increasingly used in medical curricula, with examples like 3D larynx modules for anatomy. However, low utilization rates are often linked to student motivation issues.
  • Dr. John Keller's ARCS theory identifies attention, relevance, concentration, and satisfaction as key motivational components, suggesting instructional design influences motivation.
  • The Instructional Materials Motivation Survey (IMMS) is a validated tool for measuring student motivation in educational settings.

Purpose of the Study:

  • To investigate the impact of CAI on medical students' laryngeal anatomy knowledge and motivation.
  • To compare a 3D computer module with traditional written text for learning laryngeal anatomy.
  • To explore the relationship between anatomy test scores, motivation scores (IMMS), and student year level.

Main Methods:

  • A prospective, randomized, controlled trial involving 100 medical students.
  • Students were assigned to either a 3D computer module or written text for 30 minutes of laryngeal anatomy study.
  • Participants completed a laryngeal anatomy test and the IMMS; students were categorized as junior or senior.

Main Results:

  • No significant difference in anatomy scores between the 3D CAI group and the written text group.
  • The 3D CAI group reported significantly higher motivation scores (IMMS) than the written text group.
  • Senior medical students, regardless of modality, achieved higher anatomy and motivation scores than junior students. Positive associations were found between anatomy and motivation scores.

Conclusions:

  • While CAI did not enhance anatomy test performance over traditional methods, it significantly boosted student motivation.
  • CAI demonstrated a more pronounced positive effect on senior medical students' anatomy and motivation levels.
  • Findings suggest CAI may be particularly beneficial when targeted towards senior medical students.