Development and evaluation of animated instructional materials and collaborative learning for nursing research courses: An action research study

Abstract

Background

Nursing research courses can be challenging due to the complex terminology, causing some undergraduates to be overwhelmed and have low motivation to engage in the course content. Theory-based animated instructional materials can enhance students' interest and learning outcomes, potentially becoming an effective teaching strategy for nursing research courses.

Aims

To develop animated instructional materials based on the cognitive theory of multimedia learning and four-component instructional design model, integrate collaborative learning strategies, and evaluate students' cognitive load and learning experiences.

Design

Action research approach.

Setting

A university in central Taiwan.

Participants

Fifty-one undergraduate nursing students.

Methods

Six lessons comprising 17 animated instructional materials were developed. The course structure includes three phases: (1) preclass (students watch animated videos on the teaching platform), (2) in-class (students engage in collaborative learning groups [8–9 members] to discuss, complete tasks, and present, with teachers providing clarifications), and (3) postclass (students perform reflective writing and participate in learning assessments, including cognitive load and satisfaction surveys).

Results

Students reported a moderate level of intrinsic cognitive load (M = 1.94; standard deviations [SD] = 0.92; range 1.71–2.45) and a low level of extraneous cognitive load (M = 1.49; SD = 0.71; range 1.47–1.53) based on a five-point scale, indicating that the materials imposed minimal extraneous load. Meanwhile, overall satisfaction was high (M = 4.39; SD = 0.62; range 4.33–4.43) based on a five-point scale, with improvement in learning skills and critical thinking/problem-solving abilities rated the highest. The qualitative reflections revealed five themes: (1) engaging and stress-reducing learning experience, (2) simplifying concepts to improve memory, (3) complex concept interpretation advantage, (4) convenience for preview and review, and (5) collaborative learning benefits and challenges.

Conclusions

Theory-based animated instructional materials can enhance students' learning satisfaction and comprehension without additional cognitive load. Collaborative learning was beneficial. However, effective implementation requires careful monitoring of group dynamics and timely conflict resolution.