Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning

Abstract

Computer-based virtual learning environments (CBVLEs) have attracted attention as a learning innovation that can foster students' self-efficacy and intrinsic motivation. Research on the instructional design regarding these aspects of learning in a virtual learning environment is rather piecemeal. This study investigates the instructional design of a CBVLE for mathematical medication learning by nursing students in vocational education. The instructional design was based on a task-centered approach, and students' future learning tasks formed the backbone. We examine the extent to which the CBVLE fostered the nursing students' mathematical learning, self-efficacy, and intrinsic motivation, and the ways in which the design components of the CBVLE met nursing students' satisfaction. In total, 118 nursing students were assigned to four groups, with or without extra support from worked examples, and were trained via the CBVLE on mathematical medication learning tasks over four consecutive weeks. Students were pre-and post-tested on their mathematical medication learning, self-efficacy, and intrinsic motivation. Students also rated their satisfaction with the instructional design. Our results showed that the CBVLE fostered nursing students' mathematical medication learning, self-efficacy, and intrinsic motivation, but no significant differences were found between the four conditions. Overall, student satisfaction was above average. The design components were able to predict nursing students' mathematical medication learning, self-efficacy, and intrinsic motivation.

Research on curriculum resources in mathematics education: a survey of the field

“…These are usually either supplemented by technology or integrated into online environments. Further features that distinguish them from other CRs are adaptiveness and immediate feedback, a focus on collaboration, or the implementation of particular pedagogical approaches such as gamification or game-basedlearning (e.g., de Mooij et al, 2022), embodied learning (e.g., Duijzer et al, 2019), or problem-solving with realistic problems combined with simulation or Virtual Reality (e.g., Zwart et al, 2022). Some studies take instruction based on a specific CR as a starting point and analyze characteristics of the broader LE (e.g., Berlin & Cohen, 2020).…”