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      Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

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          Abstract

          Background

          Virtual Patients (VPs) have been receiving considerable attention in medical education as an authentic learning and teaching approach. The study aimed to evaluate the effect of using different approaches of conduction of virtual patients (VPs) on students’ cognitive load and situational interest.

          Methods

          The study is an experimental study. Two different cohorts have participated during the academic year 2019/2020 and 2020/2021. The first cohort (Group 1) was exposed to a lecture followed by an independent VPs session, and the second cohort (Group 2) was exposed to a collaborative VPs session. The situational interest and Cognitive load were compared between the two groups. All sessions are about one topic related to maxillofacial trauma.

          Results

          Findings showed that there was no significant difference between the median score of the situational interest at repeated time points during the Collaborative VPs (Group 2). However, in group 1, there was a significant difference between the median score of situational interest at repeated time points during independent VPs where the lowest score was found to be at the end of the session. Also, results showed that the collaborative VPs (Group 2) showed a high median score of situational interest than both lecture and independent VPs (Group 1). Furthermore, the study showed that there is no significant difference in the intrinsic cognitive load among the three sessions. However, the extraneous cognitive load was low in collaborative VPs (Group 2) than in both lecture and independent VPs sessions (Group 1).

          Conclusion

          The use of VPs in a collaborative interactive learning activity is more effective than its use as an independent learning activity in enhancing students’ situational interest and reducing cognitive load. However, giving independent VPs after the lecture with the same topic is considered a limitation of the study as this can affect the situational interest of the students by filling their gab of knowledge.

          Supplementary Information

          The online version contains supplementary material available at 10.1186/s12909-022-03831-8.

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          The Four-Phase Model of Interest Development

          Suzanne Hidi, K. Ann Renninger (2006)
          Article 0 comments Cited 266 times – based on 0 reviews     Review now
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            Cognitive Architecture and Instructional Design

            John Sweller, Jeroen J. G. van Merriënboer, Fred Paas (1998)
            Educational Psychology Review, 10(3), 251-296
            Article 0 comments Cited 211 times – based on 0 reviews     Review now
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              Cognitive load theory in health professional education: design principles and strategies.

              Jeroen J G Van Merriënboer, John Sweller (2010)
              Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture. The architecture assumes a limited working memory and an unlimited long-term memory holding cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long-term memory. Learning is described as the construction and automation of such schemas. Three types of cognitive load are distinguished: intrinsic load is a direct function of the complexity of the performed task and the expertise of the learner; extraneous load is a result of superfluous processes that do not directly contribute to learning, and germane load is caused by learning processes that deal with intrinsic cognitive load. This paper discusses design guidelines that will decrease extraneous load, manage intrinsic load and optimise germane load. Fifteen design guidelines are discussed. Extraneous load can be reduced by the use of goal-free tasks, worked examples and completion tasks, by integrating different sources of information, using multiple modalities, and by reducing redundancy. Intrinsic load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane load can be optimised by increasing variability over tasks, applying contextual interference, and evoking self-explanation. The guidelines are also related to the expertise reversal effect, indicating that design guidelines for novice learners are different from guidelines for more experienced learners. Thus, well-designed instruction for novice learners is different from instruction for more experienced learners. Applications in health professional education and current research lines are discussed.
              Article 0 comments Cited 147 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Walid El-Sayed: dr.walidshaaban@gmu.ac.ae
                Journal
                Journal ID (nlm-ta): BMC Med Educ
                Journal ID (iso-abbrev): BMC Med Educ
                Title: BMC Medical Education
                Publisher: BioMed Central (London )
                ISSN (Electronic): 1472-6920
                Publication date (Electronic): 7 November 2022
                Publication date PMC-release: 7 November 2022
                Publication date Collection: 2022
                Volume: 22
                Electronic Location Identifier: 763
                Affiliations
                [1 ]GRID grid.411884.0, ISNI 0000 0004 1762 9788, Department of Diagnostic and Surgical Dental Sciences, College of Dentistry, , Gulf Medical University, ; Ajman, United Arab Emirates
                [2 ]GRID grid.411884.0, ISNI 0000 0004 1762 9788, Department of Basic Medical and Dental Sciences, College of Dentistry, , Gulf Medical University, ; PO Box 4184, Ajman, UAE
                [3 ]GRID grid.33003.33, ISNI 0000 0000 9889 5690, Department of Oral Biology- College of Dentistry, , Suez Canal Univesity, ; Ismailia, Egypt
                Article
                Publisher ID: 3831
                DOI: 10.1186/s12909-022-03831-8
                PMC ID: 9641945
                PubMed ID: 36344961
                SO-VID: 9acfb339-2309-4dc7-a03d-1b889ec3cabb
                Copyright © © The Author(s) 2022
                License:

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                Date received : 25 May 2022
                Date accepted : 24 October 2022
                Categories
                Subject: Research
                Custom metadata
                issue-copyright-statement © The Author(s) 2022

                ScienceOpen disciplines: Education
                Keywords: virtual patient,situational interest,cognitive load
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: virtual patient, situational interest, cognitive load

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