Education
Conditions
Keywords
education, health science, app, m-learning
Brief summary
The aim of this study is to investigate whether a mobile application is useful for improving knowledge about professional competencies in students enrolled in Health Sciences degrees.
Detailed description
The learning environment in Higher Education as well as autonomous work of students, mobile technology is increasingly present due to the mass use of mobile devices and the development of high speed in data transmission, which provides today the possibility of being able to access in real time a great amount of information. M-learning is defined as the ability to access educational resources, tools and materials using a mobile device anytime and anywhere. Considering the advantages of this technology, m-learning can be a real option to the traditional teaching-learning method by encouraging the active participation of students in their own learning process. Therefore, this educational innovation study aims to evaluate the effectiveness and the use of a mobile application as a complementary learning strategy in interactive format for the acquisition of professional competencies in Health Sciences.
Interventions
DEVICEM-learning application
Mobile application with interactive contents available for android platform and Apple's operating system.
OTHERTraditional learning process
Traditional content available in university library.
Sponsors
Universidad de Granada
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Signed informed consent * Access last generation mobile phone * Enroll 1º course Health Sciences degrees * Basic english knowledge
Exclusion criteria
* Prior experience in Fundaments subject (second enrolment or more not allowed)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Multiple-choice questions | Change scores: Baseline, 2-week intervention | The knowledge gain is evaluated using a 20-item multiple-choice questions (MCQs), a learning assessment tool with a minimum of 0 points and maximum of 10 points, with higher values represent a better outcome. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Instructional Materials Motivation Survey | 2-week intervention | The level of learning motivation is evaluated using Instructional Materials Motivation Survey (IMMS). The IMMS consists of four domains: attention, relevance, confidence, and satisfaction, with a total of 36 questions on a 5-point Likert scale. Possible scores range from 36 to 180, with a higher score indicative of a higher level of learning motivation. |
| Satisfaction survey questionnaire | 2-week intervention | Satisfaction is measured using Likert scale scores for different items, with higher values represent a better outcome. |
| Profile of Mood States | Change scores: Baseline, 2-week intervention | The Profile of Mood States (POMS) questionnaire is a measure of emotional state. It contains 65 items assessing mood state, which are grouped into six subscales: tension-anxiety, depression-dejection, anger-hostility, vigour-activity, fatigue-inertia and confusion-bewilderment. The score rate is a Likert scale (not at all: 0; a little: 1; moderately: 2; quite a lot: 3; extremely: 4). |
Countries
Spain
Outcome results
None listed