Date of Award
2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Education
Department
Education
First Advisor
Kathy Peno
Abstract
This exploratory mixed-methods study looks to examine if there is a relationship between the use of computer-based simulations (CBS), student knowledge and student engagement in an anatomy and physiology II course. Research question one (RQ 1) asked: does the integration of CBS into lecture-based instruction improve students’ knowledge (KWD) in a second semester anatomy and physiology II course compared to students who participated in non-CBS instruction. Research question two (RQ 2) asked: does the integration of CBS into lecture-based instruction improve students’ engagement (ENG) in a second semester undergraduate anatomy and physiology II course compared to students who participate in non-CBS integrated instruction. The third research question (RQ 3) asked: how does a student describe their engagement during the CBS integrated course and the non-CBS integrated course. To explore these three questions four quizzes and surveys were distributed to two anatomy and physiology II courses. One anatomy and physiology II course (128 students) received computer-based simulations during four sections of the course (the heart, the vessels, the digestive system, and the sexual systems) and one course (258 students) did not receive computer-based simulations. Linear regression model was used to analyze research questions one and two. Open coding and in vivo coding were used to explore research question 3. The results indicated no clear relationship between CBS and student knowledge and student engagement. The coding data did reveal many students were engaged in the course due to non-didactic teaching styles, and general interest in the topic. This initial, exploratory study hopes to guide future research on the use of simulations embedded in science lecture courses.
Recommended Citation
Rayta, Bonnie, "THE IMPACT OF COMPUTER-BASED SIMULATIONS ON CONTENT KNOWLEDGE AND ENGAGEMENT OF ANATOMY & PHYSIOLOGY II STUDENTS" (2024). Open Access Dissertations. Paper 1726.
https://digitalcommons.uri.edu/oa_diss/1726
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