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Reimagining physiology education with interactive content developed in H5P
P Sinnayah1,2, A Salcedo1, S Rekhari3
1First Year College, Victoria University, Melbourne, Victoria, Australia.
This study explores using H5P interactive tools in higher education anatomy and physiology courses. Results indicate H5P effectively supports self-paced learning and engagement in blended educational designs.
Area of Science:
- Health Professions Education
- Educational Technology
- Physiology Education
Background:
- Educational technology integration is widespread in higher education.
- Foundational anatomy and physiology are crucial for health professions.
- Online tools offer active learning opportunities in blended designs.
Purpose of the Study:
- To report on the use of H5P for self-paced and self-directed learning.
- To outline the developmental process of scaffolding H5P activities.
- To evaluate student perspectives on H5P effectiveness in physiology courses.
Main Methods:
- H5P activities were developed and embedded in a learning management system.
- Student access to H5P resources was tracked.
- An online survey assessed student perspectives on H5P effectiveness.
Main Results:
- H5P facilitated self-paced and self-directed learning.
- The platform enabled tracking of student engagement with resources.
- Student feedback on H5P effectiveness was collected for further analysis.
Conclusions:
- H5P is a viable tool for enhancing self-directed learning in health professions education.
- Scaffolding H5P activities is key to aligning them with learning outcomes.
- This study contributes to evaluating blended learning designs in physiology subjects.
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