The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis

Abstract

This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum

“…Later, studies by Buzzell et al (2002) using web-based tutorials yielded neutral findings when compared to traditional teaching methods. Borokhovski et al, (2015) in their recent meta-analysis of technology integration concluded that, "even development and introduction to educational practice of much more sophisticated computer tools and applications (what is often referred to as interactive, multi-functional, mobile, "smart" technology) have not impacted students' learning outcomes impressively enough to consider the issue unequivocally resolved in favor of proponents of educational technology (p. 1764).…”

Emotional design and its contributions to digital educational technology in health and nursing: integrative review

“…This suggests that multimedia methods have added a measure of relevance to the topic not present in the lectures. This may be due to the design of the technology, the virtual nature of interactive animations, combined with videos of actual procedures (Buzzell, Chamberlain, & Pintauro, 2002). The students felt more motivated when the technology helped them to build a practical understanding of the contents.…”

“…One of the real advantages to the use of educational technology is to free time for the teachers to devote to the higher levels of cognitive learning of their students, such as synthesis, analysis, and evaluation (Buzzell et al, 2002).…”

Mise en place et diffusion d’un campus numérique en milieu hospitalo-universitaire : l’exemple de l’oto-rhino-laryngologie (ORL)

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