Using a simulator of the human body (HBI ). Its impact on learning anatomy in high school

Rosa

s-Ho

yos-

Mor

a 2

014

Using a simulator of the human body (HBI).

Using a simulator of the human body (HBI). Its impact on learning anatomy in high school students. Stratification by sex and learning style.

Rosa

s-Ho

yos-

Mor

a 2

014


Using a simulator of the human body (HBI). Its impact on learning anatomy in high school students. Stratification by sex and learning style.

Margarita Dolores E. Rosas-Munive 1

Verónica Hoyos Aguilar 2

Ignacio Mora-Magaña 3

1-UNAM / GDF; 2 UPN; 3 Inst. Nacional de Pediatría.

Rosa

s-Ho

yos-

Mor

a 2

014


The information technology and communication is not panacea, does not make magic, and it can improve the life of all inhabitants on the planet.

Kofi Annan - 2003

Rosa

s-Ho

yos-

Mor

a 2

014


Digital technology in classroom has made changesin the school.

Tools based in Web encourage experimentation, reflection and knowledge generation, favors the formation of a cyberspace, which creativity helps to create an environment that can give, in a natural way, collaborative learning

Rosa

s-Ho

yos-

Mor

a 2

014


When teacher is in the classroom many thingscan happen.

Many variables fit together at the same time to make education from teacher, through

classroom, chalk, blackboard and then,

web, computer, software

learning occurs in students

Rosa

s-Ho

yos-

Mor

a 2

014


Variables of

Individuals

Learning Variables

Instrumental and MethodologyVariables

Contextual and Environmental

Variables

Rosa

s-Ho

yos-

Mor

a 2

014


HardwareMindware Software

http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?organ

Rosa

s-Ho

yos-

Mor

a 2

014


1.- Previous knowledge, is needed for develop new knowledge

2.- There are different styles, and there is different learning

3.- Technology and education

In order to make an efficient process of teaching-learning, some issues are needed: (Nº 1)

Rosa

s-Ho

yos-

Mor

a 2

014


In order to make an efficient process of teaching-learning, some issues are needed: (Nº 2)

6.- HBI simulator in Human Anatomy teaching

5.- Game and Learning, somewhat relevant4.- Learning with digital technology

Rosa

s-Ho

yos-

Mor

a 2

014


Page of the site from BBC dedicated toSciences, body and human mind

Rosa

s-Ho

yos-

Mor

a 2

014


Observe:It is in spanish !(Our students are Spanishspeakers)

Rosa

s-Ho

yos-

Mor

a 2

014


Options in BBC Science’s site.

Many in gameor challengemode

Rosa

s-Ho

yos-

Mor

a 2

014


Human Shape in Anatomic PositionPut organ in its right place

At the end of thechallenge, organs appear where they were placed and thescore obtained.

User can choose one of this options

Rosa

s-Ho

yos-

Mor

a 2

014


First Screen in Moodle Platform

Anatomy and Physiology for Health Education Group: 5040

Anatomy and Physiology for Health EducationGroup: 5030

Rosa

s-Ho

yos-

Mor

a 2

014


Research Question

2.- Which learning style has a better performancewith HBI simulator VS. HBI simulator plus teacherin High School students VS. teacher alone?

1.- How much learning improves in High School students using HBI simulator VS. HBI simulator plus teacher VS. teacher alone?

Rosa

s-Ho

yos-

Mor

a 2

014


It was an experimental design, with a randomized allocation of intervention.

It was reviewed and approved by an Ethics and Research Committee

Rosa

s-Ho

yos-

Mor

a 2

014


Only those who met inclusion criteriawere enrolled.

From 5 groups, 3 were selected.

It was made as follows: In a cup, there were placed slips of paper with the number of each group:

“5010” “5020” “5030” “5040” “5050” In other cup, were placed 5 slips of paper with this: “control” “simulator” “simulator+teacher” “blank” “blank”there were chosen the 3 that took a slip of paperwith intervention or control, or no participate.

Rosa

s-Ho

yos-

Mor

a 2

014


In all groups it was the same teacher.

Female Physician.20 years in High School teaching and Teacher of Anatomy in School of Medicine in UNAM (National Autonomous University of México)

Methodology:

Classes were as follows:Conference with .ppt show, anatomic models,summaries made by students, crosswords, puzzles, etc. plus intervention

Rosa

s-Ho

yos-

Mor

a 2

014


Methodology:

Basal Test(Pre-test)Anatomy Knowledge

Intervention:

Teacher aloneHBI Simulator

HBI Simulator+Teacher

Test(Post-test)Anatomy KnowledgeLearning Styles

Rosa

s-Ho

yos-

Mor

a 2

014


Age by Sex and by Groups. There is no difference between Groups.

Rosa

s-Ho

yos-

Mor

a 2

014


InterventionPre-test results. T-Test. Post-test results. T-Test.

Group 1 Group 2 Group 3 Group 1 Group 2 Group 3

Students 24 / 16 w 24 / 10 w 25 / 11 w 24 / 16 w 24 / 10 w 25 / 11 w

Media ± S. Dev 4.79±0.88 4.14±2.35 6.25±2.66 11.79±2.75 10.09±3.35 9.48±2.55

p (C I 95%) 0.23 (-0.441; 1.752) 0.64 (-0.105; 3.515)

p (C I 95%) 0.005 (-3.529; -0.653) 0.487 (-1.142; 2.356)

p (C I 95%) 0.013 (-2.537;-0.334) 0.044 (0.785;

3.838)

w=Women; S. Dev.= Standard Deviation; p=p value; C. I. = Confidence Interval.

Cells in same color mean contrast between they both

Between Groups, there was a differencein Pre-test as in Post-test

Rosa

s-Ho

yos-

Mor

a 2

014


Pre-test Post-test results. T related-Test.

Intervention Global Group 1 Group 2 Group 3Students 73 / 37 w 24 / 16 w 24 / 10 w 25 / 11 w

Pre-Test

Media ± Std Dev5.05

± 1.0694.79

± 0.884.14

± 2.356.25

± 2.66 p

(C I 95%)0.000(-4.193; -3.232 )

0.000(-5.441; -3.892)

0.000(-4.723; -

3.110)

0.000(-3.399; -

1.801)

Post-Test Media ± Std Dev

10.45± 1.197

11.79± 2.750

10.09± 3.35

9.48± 2.55

Gain Test - Retest

5.4 7.0 5.95 3.25

w=Women; Std. Dev.= Standard Deviation; ; p=p value; C. I. = Confidence Interval. Cells in same color mean contrast between they both

Students improve from Pre-test to Post-test.Related t-test, shows significative difference.

In the last row it is possible to see how the studentsimprove their performance, in all arms of this trial.

p(C I 95%)

0.000(-4.193; -3.232 )

0.000(-5.441; -3.892)

0.000(-4.723; -

3.110)

0.000(-3.399; -

1.801)

Rosa

s-Ho

yos-

Mor

a 2

014


Worse students in Pre-test, improve morethan those who have better results in pre-test.

Whatch “heavy” lines

Pre Test Post Test0

2

4

6

8

10

12

Rosa

s-Ho

yos-

Mor

a 2

014

Using a simulator of the human body (HBI). M

edia

ns P

rete

st

Med

ians

Pos

test

Rosa

s-Ho

yos-

Mor

a 2

014

Using a simulator of the human body (HBI). Learning Styles by Group.

Grupo 1 Grupo 2 Grupo 30

2

4

6

8

10

12

PragmáticoTeóricoReflexivoActivo

Men

Women

Group 1 Group 2 Group 3

PragmaticTheoricReflexiveActive

Rosa

s-Ho

yos-

Mor

a 2

014


Pre-Test / Post-Test by Group and by SexPre-Test Post- Test

Men Women Men Women

5010

5030

5040

5010

5030

5040

Group 5010

5030

5040

5010

5030

5040

4.75 3.25 6.8 4.81 5.2 5.5 Media 9.25 8.3 10.0 13.0 12.4 8.7

5.0 3.0 6.0 5.0 5.5 5.5 Median 9.5 8.0 10.5 13.0 13.0 8.0

0.70 2.26 2.51 0.98 2.09 2.06 Std. Dev. 2.81 3.1 2.4 1.65 2.01 2.64

4.0 0.0 4.0 3.0 2.0 2.0 Min 6.0 4.0 5.0 10.0 9.0 4.0

6.0 7.0 11.0 7.0 8.0 9.0 Max 13.0 14.0 14.0 16.0 15 13.0

Rosa

s-Ho

yos-

Mor

a 2

014


Pre-Test / Post-Test by Group and by SexMen Women

Pre Pos Pre Pos Pre Pos Pre Pos Pre Pos Pre Pos

5010 5030 5040 Group 5010 5030 5040

4.75 9.25 3.25 8.3 6.8 10.0 Media 4.81 13.0 5.2 12.4 5.5 8.7

5.0 9.5 3.0 8.0 6.0 10.5 Median 5.0 13.0 5.5 13.0 5.5 8.0

0.70 2.81 2.26 3.1 2.51 2.4 Std. Dev. 0.98 1.65 2.09 2.01 2.06 2.64

4.0 6.0 0.0 4.0 4.0 5.0 Min 3.0 10.0 2.0 9.0 2.0 4.0

6.0 13.0 7.0 14.0 11.0 14.0 Max 7.0 16.0 8.0 15 9.0 13.0

4.5 5.3 3.2 Dif-Med 8.19 7.2 3.2

4.5 5.0 4.5 Dif-Mdn 8.0 7.5 2.5

Rosa

s-Ho

yos-

Mor

a 2

014


Med

ias P

rete

st/P

oste

st

Results pretest/postest by group and sex.

HombresMujeres

Rosa

s-Ho

yos-

Mor

a 2

014


Pragmatic

Theoric

Reflexive

Active

Pragmatic

Theoric

Reflexive

Active

Group 5010Sex

Men Women

Rosa

s-Ho

yos-

Mor

a 2

014


Pragmatic

Theoric

Reflexive

Active

Group 5030Sex

Men Women

Pragmatic

Theoric

Reflexive

Active

Rosa

s-Ho

yos-

Mor

a 2

014


Pragmatic

Theoric

Reflexive

Active

Group 5040Sex

Men Women

Pragmatic

Theoric

Reflexive

Active

Rosa

s-Ho

yos-

Mor

a 2

014


Mean Dif 4.65 2.88

3.0 5.00

Results by Learning Styles in Men, Pre – Post Test

Pre- Test Post-Test

Active Reflexive Theoric Pragmatic Active Reflexive Theoric Pragmatic

4.43 5.88 8.00 4.49 Media 9.08 8.68 11.00 9.49

4.99 4.99 8.00 4.49 Median 8.99 8.49 11.00 10.49

2.24 3.08 4.24 1.34 Std. Dev 2.83 2.70 0.0 3.04

1.00 1.00 5.28 2.00 Min 5.00 4.00 11.00 4.00

6.88 10.88 10.88 5.92 Max 14.0 13.00 11.00 13.00

Rosa

s-Ho

yos-

Mor

a 2

014


Mean Dif 5.41 6.67

6.23 7.46

Results by Learning Styles in Women, Pre – Post Test

Pre- Test Post-Test

Active Reflexive Theoric Pragmatic Active Reflexive Theoric Pragmatic

5.88 4.43 5.48 4.54 Media 11.29 11.10 11.71 12.00

6.0 4.99 4.99 4.00 Median 12.00 12.00 11.71 12.99

1.18 1.32 1.76 1.80 Std. Dev 3.18 3.50 2.41 2.17

4.0 1.92 4.0 2.0 Min 4.00 6.00 8.00 9.00

8.00 5.92 9.00 7.00 Max 15.00 16.00 15.00 15.00

Rosa

s-Ho

yos-

Mor

a 2

014


Global Group 5010

Group 5030 Group 5040

Active

Reflexive

Theoric

Pragmatic 03691215

Active

Reflexive

Theoric

Pragmatic 03691215

Active

Reflexive

Theoric

Pragmatic 03691215

Active

Reflexive

Theoric

Pragmatic 03691215

Learning Styles by Group

Rosa

s-Ho

yos-

Mor

a 2

014


Students’ survey:How relevant is use of technologies in classroom? (just a sample from all participants)

Is for:Learning more

10Get more information

7Improve communication 3

Easy, effective 2

Equitable 1

Useful for understanding 1Funny

2Not necessary

1Not all is true

1

Rosa

s-Ho

yos-

Mor

a 2

014


Students’ survey:How useful is technologies in classroom? (just a sample from all participants)

Is for:

Research 12Learn

11Solve homework

10Solve questions

4Socialize

4

Rosa

s-Ho

yos-

Mor

a 2

014

Using a simulator of the human body (HBI). Active

Reflexive

Theoric

Pragmatic 0

7

14

21

28

35

Health Areas

No Health Areas

Graph from Mora et al 2014 (in press):Learning Styles from research in medical students, dental students, nurses, informatic, bussines, etc. Health is related to Reflexive and Theoric Learning Style.

Rosa

s-Ho

yos-

Mor

a 2

014


Observations:

Gender and Learning Styles are close related

In our sample men performance was as reported,but women does not.

Teacher, in this kind of subject, has a relevant rolebuilding knowledge in students.

Rosa

s-Ho

yos-

Mor

a 2

014


There are many variables in teaching-learning process.Sometimes one alone, does not explain results.

In our study, two unexpected variables affect results of intervention:

Gender and Learning Styles

Digital technologies are useful as a teaching tool, butalone, does not function as well as guided by teacher.

Rosa

s-Ho

yos-

Mor

a 2

014


In future we need to work on this research lines:

a) technologies and learning stylesb) technologies and gender c) technologies and new gadgets in classroomd) technologies and webe) other software (not HBI)f) other enviroments

Rosa

s-Ho

yos-

Mor

a 2

014


The End

Using a simulator of the human body (HBI ). Its impact on learning anatomy in high school

Documents

Transcript of Using a simulator of the human body (HBI ). Its impact on learning anatomy in high school