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Does prior knowledge affect interaction dynamics and learning achievement in digital problem-based learning? A pilot
Martin Möser1, Rico Hermkes2, Natalie Filmann3
1Goethe University Frankfurt, Department of Operative Dentistry, Frankfurt/Main, Germany.
GMS Journal for Medical Education
|December 21, 2023
Summary
Digital problem-based learning (dPBL) shows that groups with less prior knowledge achieve better tutor effectiveness and interaction. Students with less prior knowledge learned significantly more, though final exam results were similar across all groups.
Area of Science:
- Medical Education
- Cognitive Science
- Educational Technology
Background:
- Problem-based learning (PBL) utilizes videotaped observations to understand cognitive processes in tutorial groups.
- The impact of prior knowledge on learning achievement within PBL has not been extensively studied in medical education.
- Prior knowledge and learning achievement are critical factors for successful PBL implementation.
Purpose of the Study:
- To analyze digital problem-based learning (dPBL) sessions using video recordings.
- To investigate knowledge acquisition and interaction dynamics in dPBL groups with varying levels of prior knowledge.
- To identify distinctions in learning outcomes based on prior knowledge.
Main Methods:
- A pilot study involving 60 dental students divided into subgroups based on prior knowledge assessed by a pre-semester multiple-choice test (MCQ).
- Videotaped dPBL case sessions were analyzed for group interactions and tutor effectiveness.
- Learning achievement was evaluated using post-semester MCQ, oral, and practical examinations.
Main Results:
- dPBL groups with less prior knowledge demonstrated significantly higher tutor effectiveness and group interaction utterances.
- Students with less prior knowledge showed a fourfold increase in MCQ learning compared to those with extensive prior knowledge.
- No significant differences were observed in oral and practical exam results between groups.
Conclusions:
- Interaction dynamics in dPBL are influenced by the group's prior knowledge level.
- Participants with less prior knowledge appeared to benefit more from dPBL compared to those with more prior knowledge.
- While knowledge acquisition pathways varied, all dPBL groups ultimately reached a comparable level of knowledge.
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