Development and evaluation of animated instructional materials and collaborative learning for nursing research courses: An action research study.
Nursing research courses can be challenging due to the complex terminology, causing some undergraduates to be overwhelmed and have low motivation to engage in the course content. Theory-based animated instructional materials can enhance students' interest and learning outcomes, potentially becoming...
| Publicado en: | Nurse Education Today Vol. 155 |
|---|---|
| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Dec2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188573529&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188573529 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Dec2025 vid: 155 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 188573529 188573529 188573529 10.1016/j.nedt.2025.106854 188573529 ppct: 1 formats: tig: atl: Development and evaluation of animated instructional materials and collaborative learning for nursing research courses: An action research study. aug: au: Chao, Yu-Huan Wu, Hsiao-Ying Chang, Tsai-Hsiu affil: Department of Nursing, College of Nursing, HungKuang University, Taiwan sug: subj: Education, Nursing, Baccalaureate Taiwan Research, Nursing Education Collaboration Learning Methods Computer-Assisted Instruction Motion Pictures Evaluation Curriculum Development Course Evaluation Teaching Materials Evaluation Human Taiwan Action Research Thematic Analysis Cognition Course Content Group Processes Student Satisfaction Reflection Task Performance and Analysis Critical Thinking Problem Solving Memory Stress Management ab: Nursing research courses can be challenging due to the complex terminology, causing some undergraduates to be overwhelmed and have low motivation to engage in the course content. Theory-based animated instructional materials can enhance students' interest and learning outcomes, potentially becoming an effective teaching strategy for nursing research courses. To develop animated instructional materials based on the cognitive theory of multimedia learning and four-component instructional design model, integrate collaborative learning strategies, and evaluate students' cognitive load and learning experiences. Action research approach. A university in central Taiwan. Fifty-one undergraduate nursing students. Six lessons comprising 17 animated instructional materials were developed. The course structure includes three phases: (1) preclass (students watch animated videos on the teaching platform), (2) in-class (students engage in collaborative learning groups [8–9 members] to discuss, complete tasks, and present, with teachers providing clarifications), and (3) postclass (students perform reflective writing and participate in learning assessments, including cognitive load and satisfaction surveys). Students reported a moderate level of intrinsic cognitive load (M = 1.94; standard deviations [SD] = 0.92; range 1.71–2.45) and a low level of extraneous cognitive load (M = 1.49; SD = 0.71; range 1.47–1.53) based on a five-point scale, indicating that the materials imposed minimal extraneous load. Meanwhile, overall satisfaction was high (M = 4.39; SD = 0.62; range 4.33–4.43) based on a five-point scale, with improvement in learning skills and critical thinking/problem-solving abilities rated the highest. The qualitative reflections revealed five themes: (1) engaging and stress-reducing learning experience, (2) simplifying concepts to improve memory, (3) complex concept interpretation advantage, (4) convenience for preview and review, and (5) collaborative learning benefits and challenges. Theory-based animated instructional materials can enhance students' learning satisfaction and comprehension without additional cognitive load. Collaborative learning was beneficial. However, effective implementation requires careful monitoring of group dynamics and timely conflict resolution. • Animated materials enhanced student engagement and understanding in the research courses. • Animations effectively explained the complex concepts in nursing research courses. • Teacher-created animations aligned with the objectives and ensured instructional accuracy. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|