Auditory Narrative Does Not Improve Learning when Added to Visual Computer-Based Learning Modules.

Area of Science:

• Medical Education
• Educational Technology

Background:

• Computer-based learning (CBL) is a widely accepted educational method.
• Specific features of CBL modules, such as auditory supplements, require further investigation in medical student education.

Purpose of the Study:

• To evaluate the impact of auditory narration in a computer-based instructional module on medical students' learning and knowledge retention.
• To assess the effect of auditory supplements on learning efficiency.

Main Methods:

• A prospective, randomized controlled trial involving fourth-year medical students.
• Comparison of a standard computer-based module (control) with one including auditory narration (intervention).
• Assessment of knowledge retention via online tests immediately and 1-7 months post-module; learning efficiency calculated.

Main Results:

• No significant difference in test scores between the auditory narration group and the control group immediately or after a delay.
• Learning efficiency was lower in the group receiving auditory narration.
• Self-reported auditory learning preference did not influence test performance.

Conclusions:

• Auditory narration in CBL modules does not enhance learning or knowledge retention for medical students.
• The addition of narration may decrease learning efficiency.
• Auditory supplements do not benefit students who identify as auditory learners.