Self-directed learning using computer simulations to study veterinary physiology: Comparing individual and...

Area of Science:

• Veterinary Education
• Educational Technology
• Physiology Simulation

Background:

• Technological advancements offer new situated learning resources for active education.
• Self-directed learning (SDL) with simulators presents an alternative to traditional teaching.
• This study investigates veterinary students' acceptance and learning outcomes of SDL using the PhysioEx simulator.

Purpose of the Study:

• To analyze veterinary students' acceptance of SDL using the PhysioEx simulator in physiology.
• To evaluate SDL learning outcomes via individual versus collaborative approaches.
• To assess the impact of gamification on SDL in veterinary physiology education.

Main Methods:

• Three-year study involving veterinary students using the PhysioEx simulator.
• Activities conducted in individual and collaborative modes.
• Post-activity surveys assessed SDL acceptance; Kahoot! evaluated learning outcomes.

Main Results:

• High student satisfaction reported for SDL, with SDL combined with gamification scoring highest.
• Students preferred collaborative learning, but no significant difference in learning outcomes was observed between individual and collaborative approaches.
• Gamification enhanced student motivation and engagement with the simulator.

Conclusions:

• SDL, particularly when combined with gamification, effectively increases student motivation in physiology.
• Suitable learning outcomes were achieved regardless of whether students worked individually or collaboratively.
• Simulator-based SDL is a viable and engaging educational strategy for veterinary students.