Multiple Sclerosis
Conditions
Keywords
Multiple Sclerosis, Interactive Educational Methods, Learning Experience, Nursing Students
Brief summary
This study compared two educational methods. Participants were assigned to participate in a 360-degree experience or a slideshow presentation. The 360-degree video group included a brain and MS program. The comparison group was given a slideshow presentation with the same information. Participants viewed the 360-degree program or the slideshow presentation only once. The online-based materials consisted of a demographic form (age, gender, race and ethnicity, and name of school), knowledge questionnaires, and an experiential learning scale. Pre-intervention, participants were asked about demographic information, whether they had previous experience with MS, the science classes they completed in high school and college, and their knowledge of the human brain and MS pathophysiology. At both pre- and post-intervention, participants completed the Multiple Sclerosis Magnetic Resonance Imaging Knowledge Questionnaire (MSMRIKQ) and the Multiple Sclerosis Knowledge Questionnaire (MSKQ). At post-intervention, participants completed a lesson experiential questionnaire about their experience viewing either the 360-degree video or the slideshow presentation. Permission to use the three instruments was obtained from their respective copyright holders.
Detailed description
This quasi-experimental study assigned participants to a 360-degree video or a slideshow presentation. Outcomes assessed using the MS Knowledge Questionnaire (MSKQ), the MS Magnetic Resonance Imaging Knowledge Questionnaire (MSMRIKQ), and a post-lesson experiential questionnaire. The theory of multimedia learning and interest theory guided this study in predicting learning outcomes. The objective of this study was to design and analyze the differences and/or similarities between two intervention programs based on two different teaching methods: a 360-degree video presentation versus a slideshow presentation. Participants were assigned to participate in a 360-degree experience or a slideshow presentation. The educational content of both programs consisted of lessons on how the brain and MS interact and interrelate via neurological network. The immersive activity, 360-degree group, included a virtual brain and MS program displayed on an interactive computer screen interface. The 360-degree video allowed learners to manipulate the viewing angle of the video to look around the environment. A 360-degree video on the brain and the pathophysiology of MS displayed on an e-learning platform enabled the students to self-learn through a procedure simulation with real time feedback. The slideshow presentation included 12 slides about the brain and MS with content identical to the content of the 360-degree program. Both programs took approximately 10-15 minutes for each student to complete. The Instruments used in this study included: the MSMRIKQ, the MSKQ and a learning experience tool. A systematic convenience sampling method was used based on the students cohorts databases of the nursing schools. The main analyses were general linear regression models testing the effects of group membership, along with age, sex, and whether a participant reported previous exposure to MS. One model was run for each of the three outcomes: total scores for feelings about the program, general MSKQ, and MSMRIKQ scores. All variables were standardized or coded as dummy (0/1) variables for these analyses.
Interventions
OTHERThe immersive 360-degree educational video
The immersive activity, 360-degree group, included a virtual brain and MS program displayed on an interactive computer screen interface. The 360-degree video allowed learners to manipulate the viewing angle of the video to look around the environment. A 360-degree video on the brain and the pathophysiology of MS displayed on an e-learning platform enabled the students to self-learn through a procedure simulation with real time feedback.
OTHERThe slideshow (PowerPoint) educational presentation
The slideshow presentation included 12 slides about the brain and MS with content identical to the content of the 360-degree program. The educational content of the PowerPoint slideshow presentation consisted of lessons on how the brain and MS interact and interrelate via neurological network.
Sponsors
Hunter College of City University of New York
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
This is a longitudian quasi-experimental educational study. This study assigned participants to a 360-degree educational video or a slideshow presentation about the brain and multiple sclerosis to undergraduate students from three universities, Hunter College Nursing School, Mount Sinai Phillips School of Nursing, and Fairfield University. Outcomes assessed using the MS Knowledge Questionnaire (MSKQ), the MS Magnetic Resonance Imaging Knowledge Questionnaire( MSMRIKQ), and a post-lesson experiential questionnaire. The theory of multimedia learning and interest theory guided this study in predicting learning outcomes.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
1) Adult nursing students ages 18 years and older. 2) All undergraduate nursing students from undergraduate programs at three nursing schools, Hunter College Bellehool of vue School of Nursing, Mount Sinai Phillips School of Nursing, Fairfield University Nursing School.
Exclusion criteria
1) Nursing students younger than 18 years old. 2) Nursing students from other nursing schools. 3) Graduate program nursing students.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Learning effectiveness of immersive 360-degree video versus a slideshow presentation | The outcomes assessed immediately after viewing the educational 360 degrees video or the PowerPoint slideshow presentation. | The learning effectiveness was evaluated by two instruments. Outcomes assessed using the MS Knowledge Questionnaire(MSKQ), the MS Magnetic Resonance Imaging Knowledge Questionnaire(MSMRIKQ). The MSMRIKQ is a 20-item questionnaire16 that assesses knowledge about MS and MRI. Face validity was established on all MSMRIKQ items.24 The Kuder-Richardson 20 (KR-20) reliability estimate for the entire scale was 0.58. The split-half reliability with Spearman-Brown correction for the total scale was 0.60. The MSKQ measures basic knowledge of various MS information domains for both clinical and research uses. The Flesch-Kincaid English reading level is 4.8, indicating low reading difficulty. In creating the MSKQ, Giordano et al. (2009) found that the internal consistency was satisfactory (KR-20 = 0.76), and item-total correlations were above 0.30 for 80% of the items. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| The emotional experience | The emotional experience was completed immediately after the intervention. | The emotional experience was evaluated by the post-lesson experiential questionnaire. Feelings about each of the respective programs were measured with a set of 17 ad hoc, Likert-style items (scores from 1 to 7, 1=strongly disagree and 7=strongly agree), including a statement on effort and understanding (e.g., "I used a lot of mental effort in the lesson"), a statement on motivation (e.g., "I felt motivated to understand the material"), 4 statements on subject interest for the subject (e.g., "I am interested in learning more about this subject"), engagement with the lesson (e.g., "I felt that the lesson was engaging).26 This questionnaire also included 6 statements about affect during the lesson (e.g. "I felt happy during the lesson"). Some items were positively worded and others negatively worded; negatively phrased items were reverse-coded prior to analysis to ensure consistent interpretation of composite scores. The post-intervention also had an open-ended question for comments. |
Countries
United States
Outcome results
None listed