An interventional study of M-learning application and Traditional learning process in Education, sponsored by Universidad de Granada. Completed at 1 site in Spain. Open to participants aged 18 Years and older. Per ClinicalTrials.gov, last updated 2018-08-24.
Sponsored by Universidad de Granada · Not applicable, Interventional, and Treatment
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.
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.
Exclusion Criteria:
Participants receive mobile app (m-learning application) with interactive content (quiz).
Device: M-learning application
Participants receive traditional learning process (books, journals available in the University library).
Other: Traditional learning process
Mobile application with interactive contents available for android platform and Apple's operating system.
Traditional content available in university library.
Multiple-choice questions
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.
Time frame: Change scores: Baseline, 2-week intervention
Instructional Materials Motivation Survey
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.
Time frame: 2-week intervention
Satisfaction survey questionnaire
Satisfaction is measured using Likert scale scores for different items, with higher values represent a better outcome.
Time frame: 2-week intervention
Profile of Mood States
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).
Time frame: Change scores: Baseline, 2-week intervention
This study is completed, as verified in Aug 2018. You cannot join it, but the record below documents what was studied.
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Universidad de Granada