The authors concluded that in cross-curricular maths teaching, tablets offers efficient use of resources from different subjects and multiple representations which facilitate learning outcomes in the cognitive, affective-social and psychomotor learning domains.
Most students will need multiple lessons to achieve these learning outcomes.
Furthermore, multiple indicators including learning outcome, cognitive load demand, learning time, and learning efficiency were used to interpret the prompts' effects on different expertise levels of learners.
We evaluated learning outcomes using a 94 item multiple choice question (MCQ) certifying examination administered at the end of the course.
Our findings also contrast with reports suggesting that online formative assessments utilising objective items such as multiple choice questions have no effect on student learning outcomes [ 23, 25], or even a negative effect on learning [ 26].
The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE).
Despite the advantage, such physical models are often: not commercially available; are excessively costly; are not tailored to the intended learning outcomes; or are difficult to share across multiple geographic locations.
Principal component analysis and subsequent stepwise multiple linear regression analysis were performed to determine predictors of learning outcomes.
We used student performance on the certifying end-of-course multiple choice question (EOC-MCQ) examination as a measure of learning outcomes.
Additionally, it reflects on key learning outcomes that have occurred through the delivery of multiple iterations of the course.
