Reinhard Friedl|Helmut Höppler|Karl Ecard|W Scholz|A Hannekum|Wolfgang Öchsner|Sylvia Stracke
Multimedia-Driven Teaching Significantly Improves Students’ Performance When Compared With a Print Medium
University Hospital Ulm|University Hospital Ulm|University Hospital Ulm|University Hospital Ulm|University Hospital Ulm|University Hospital Ulm|University Hospital Ulm
study compared educational value multimedia module aortic valve replacement preparation operating room print medium identical contentone hundred twentysix students randomly assigned prospective study either use multimedia course n 69 print version n 57 20item multiplechoice test performed learning respective medium groups participated operation evaluated 28 standardized tasks questions individual motivation computer literacy didactic quality media assessed psychometric teststhere significant differences multiplechoice pretest multimedia 306 124 versus print 279 114 posttest responses multimedia 767 133 versus print 769 111 mean percentage correct answers operation 829 10 online group 647 12 print group p 00001 multimedia group needed significantly p 0001 less study time 105 24 minutes compared text group 122 30 minutes statistically significant differences motivation computer literacy didactic quality either mediumregarding factual knowledge difference multimediadriven learning print medium heart operations understanding complex temporal spatial events essential students performance significantly improved multimediaenhanced teaching latter proved efficient terms study time