Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences
Objective: There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students’ cognitive engagement and motivation....
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier BV
2018
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/19663/1/Siti.pdf http://ir.unimas.my/id/eprint/19663/ https://www.journals.elsevier.com/journal-of-taibah-university-medical-sciences/ |
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| Summary: | Objective: There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students’ cognitive engagement and motivation.
Methods: A randomised controlled trial involving 197
participants from three institutions was conducted. The
control group attended a freestyle lecture on the gross
anatomy of the heart, delivered by a qualified anatomist
from each institution. The intervention group attended a
CLT-bLM-based lecture on a similar topic, delivered by
the same lecturer, three weeks thereafter. The lecturers
had attended a CLT-bLM workshop that allowed them
to prepare for the CLT-bLM-based lecture over the
course of three weeks. The students’ ratings on their
cognitive engagement and internal motivation were
evaluated immediately after the lecture using a validatedLearners’ Engagement and Motivation Questionnaire.
The differences between variables were analysed and the
results were triangulated with the focus group discussion
findings that explored students’ experience while
attending the lecture.
Results: The intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the
lectures.
Conclusion: The guideline successfully stimulated students’ cognitive engagement and learning experience,
which indicates a successful stimulation of students’
germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy. |
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