Assessment of student confidence, knowledge, and attitudes after use of interactive computer modules in a...

Many students struggle to master cardiovascular physiology because of the complex, dynamic nature of the subject and the cognitive demands of integrating theoretical concepts. Prior research suggests that these difficulties are compounded by students' reliance on memorization, challenges in developing causal reasoning skills, and the inability to create accurate mental models of physiological processes. Traditional instructional methods often use static images and oversimplified animations that fail to convey the dynamic aspects of the cardiac cycle, further impeding conceptual understanding. These challenges may reduce students' confidence (self-efficacy) and contribute to attrition from health science career paths. A collaborative study was conducted utilizing visually realistic, interactive computer-based modules developed by the two participating universities. Data were collected across five consecutive semesters from 853 students enrolled in an undergraduate physiology course. Control data were obtained over two semesters using traditional lecture and laboratory instruction, whereas treatment data were collected over three semesters incorporating the interactive modules. Our aim was to determine whether visually realistic, interactive computer-based modules would promote learning, knowledge retention, and improvement in students' self-efficacy and attitudes. Although both groups demonstrated gains in content knowledge and positive shifts in attitudes, the treatment group exhibited improvements in confidence about concepts requiring higher-order reasoning and achieved greater learning gains across a broader range of topics. The interactive modules effectively enhanced students' self-efficacy and supported deeper conceptual understanding. These findings suggest that integrating visually realistic, interactive modules into physiology instruction supports student learning and fosters greater confidence in mastering complex physiological concepts.NEW & NOTEWORTHY This study shows that visually realistic, interactive computer-based modules for cardiovascular physiology improved student confidence, supported higher-order reasoning, and enhanced learning across more topics than traditional instruction. These results demonstrate the value of interactive animations for helping students build accurate mental models of dynamic physiological processes. Integrating such tools into undergraduate physiology courses can strengthen conceptual understanding and increase student self-efficacy in mastering complex cardiovascular concepts.