Authors

R. Lyons; T. R. Johnson; M. K. Khalil;J. C. Cendan

Comments

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Abbreviated Journal Title

PeerJ

Keywords

Cognitive load; Small-group learning; Virtual humans; Cranial nerve; LOAD THEORY; PATIENT; METAANALYSIS; TECHNOLOGY; EDUCATION; SKILLS; Multidisciplinary Sciences

Abstract

Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning.

Journal Title

Peerj

Volume

2

Publication Date

1-1-2014

Document Type

Article

Language

English

First Page

20

WOS Identifier

WOS:000347607600002

ISSN

2167-8359

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