Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning

Interactive Learning Environments

Volumn 31, Issue 10, 2023, Pages 7392-7407

  Zwart, Diana P ^a   Goei, Sui Lin ^b,c   Van Luit, Johannes E H ^d   Noroozi, Omid ^e  

^a UNIVERSITY MEDICAL CENTER UTRECHT   (Netherlands)

^b WINDESHEIM UNIVERSITY OF APPLIED SCIENCES   (Netherlands)

^c UNIVERSITY OF AMSTERDAM   (Netherlands)

^d UTRECHT UNIVERSITY   (Netherlands)

^e WAGENINGEN UNIVERSITY   (Netherlands)

Author keywords

instructional design; intrinsic motivation; mathematics; self Efficacy; VR

Indexed keywords

EID: 85132594670     PISSN: 10494820     EISSN: 17445191     Source Type: Journal    
DOI: 10.1080/10494820.2022.2071946     Document Type: Article

References (48)

1. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
2. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
3. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
4. Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., Meltzoff, A., Barron, B., Pea, R., Reeves, B., Roschelle, J., & Sabelli, N. (2005). Learning theories and education: Toward a decade of synergy. In P.Alexander, & P.Winne (Eds.), Handbook of educational psychology (2nd ed.) (pp. 1–95). Erlbaum.
5. Buchanan, K. (2003). Opportunity knocking: Co-opting and games. ALT-N, 43, 10–11. https://www.alt.ac.uk/sites/default/files/assets_editor_uploads/documents/ALT43weg.pdf
6. Canobi, K. H. (2009). Concept-procedure interactions in children’s addition and subtraction. Journal of Experimental Child Psychology, 102(2), 131–149. https://doi.org/10.1016/j.jecp.2008.07.008
7. Carless, D. (2019). Feedback loops and the longer-term: Towards feedback spirals. Assessment & Evaluation in Higher Education, 44(5), 705–714. https://doi.org/10.1080/02602938.2018.1531108
8. Chen, O., Kalyuga, S., & Sweller, J. (2016). Relations between the worked example and generation effects on immediate and delayed tests. Learning and Instruction, 45, 20–30. https://doi.org/10.1016/j.learninstruc.2016.06.007
9. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper-Collins.
10. Dalgarno, B., & Lee, J. W. M. (2010). What are the learning affordances of 3-D virtual environments?British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
11. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning With effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
12. Frerejean, J., Van Merriënboer, J. J. G., Kirschner, P. A., Roex, A., Aertgeerts, B., & Marcelis, M. (2019). Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 54(4), 513–524. https://doi.org/10.1111/ejed.12363
13. Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self- efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73–86. https://doi.org/10.1016/j.cedpsych.2018.01.007
14. Huang, W. D., Johnson, T. E., & Han, S.-H. C. (2013). Impact of online instructional game features on college students perceived motivational support and cognitive investment: A structural equation modeling study. The Internet and Higher Education, 17, 58–68. https://doi.org/10.1016/j.iheduc.2012.11.004
15. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93(3), 579–588. https://doi.org/10.1037/0022-0663.93.3.579
16. Kim, Y. J., Almond, R. G., & Shute, V. J. (2016). Applying evidence-centered design for the development of game-based assessments in physics playground. International Journal of Testing, 16(2), 142–163. https://doi.org/10.1080/15305058.2015.1108322
17. Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, R. J. (2018). From cognitive load theory to collaborative load theory. International Journal of Computer-Supported Collaborative Learning, 13, 213–233. https://doi.org/10.1007/s11412-018-9277-y
18. Kyun, S., Kalyuga, S., & Sweller, J. (2013). The effect of worked examples when learning to write essays in English literature. The Journal of Experimental Education, 81(3), 385–408. https://doi.org/10.1080/00220973.2012.727884
19. Lampe, T., Straetmans, G., & Eggen, T. (2011). De rekenvaardigheid van de nederlandse verpleegkundige. Onderwijs en Gezondheidszorg, 35(3), 3–9. https://doi.org/10.1007/s12477-011-0030-y
20. Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. (2021). How does online peer feedback improve argumentative essay writing and learning?Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
21. Lee, E. A.-L., Wong, K. W., & Fung, C. C. (2010). How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach. Computers & Education, 55(4), 1424–1442. https://doi.org/10.1016/j.compedu.2010.06.006
22. Maier, U., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85–98. https://doi.org/10.1016/j.compedu.2015.12.002
23. Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007
24. Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033
25. Merchant, Z., Goetz, E. T., Keeney-Kennicutt, W., Oi-man, K., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59(2), 551–568. https://doi.org/10.1016/j.compedu.2012.02.004
26. Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229. https://doi.org/10.1111/bjet.12273
27. Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401. https://doi.org/10.1007/s11251-008-9053-x
28. Oprins, E., Visschedijk, G., Bakhuys-Roozeboom, M., Dankbaar, M., & Trooster, W. (2015). The game-based learning evaluation model (GEM): measuring the effectiveness of serious games using a standardised method. International Journal of Technology Enhanced Learning, 7(4), 326–345. https://doi.org/10.1504/IJTEL.2015.074189
29. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R.Riding, & S.Rayner (Eds.), Perception (pp. 239–266). Ablex.
30. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
31. Pekrun, R., & Stephens, S. J. (2010). Achievement emotions in higher education. In J. C.Smart (Ed.), Higher education: Handbook of theory and research 25 (pp. 257–306). Springer. https://doi.org/10.1007/978-90-481-8598-6_7
32. Prins, H., Zwart, D. P., Voogt, J., & Hettinga, M. (2019). Which professional contexts can enrich the training of medication skills of nurses through virtual reality? http://healthbytech.com/wp-content/uploads/Abstract-book-SupportingHealth-5.pdf
33. Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900–908. https://doi.org/10.1037/edu0000001
34. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdfhttps://doi.org/10.1037/0003-066X.55.1.68
35. Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. https://doi.org/10.1080/02602930903541015
36. Schunk, D. H., & DiBenedetto, M. K. (2016). Self-efficacy theory in education. In K. R.Wentzel, & D. B.Miele (Eds.), Handbook of motivation at school 2 (pp. 34–54). Routledge. https://doi.org/10.4324/9781315773384.ch3
37. Shute, V., Ventura, M., Bauer, M., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning. In U.Ritterfeld, M.Cody, & P.Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 295–321). Routledge.
38. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138. https://doi.org/10.1007/s10648-010-9128-5
39. Tynjälä, P. (2013). Toward a 3-P model of workplace learning: A literature review. Vocations and Learning, 6(1), 11–36. https://doi.org/10.1007/s12186-012-9091-z
40. Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices' learning. Contemporary Educational Psychology, 36, 212–218. https://doi.org/10.1016/j.cedpsych.2010.10.004
41. Van Merriënboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning. A systematic approach to four-component instructional design. Lawrence Erlbaum.
42. Van Merriënboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex learning (3rd ed.). Taylor & Francis.
43. Wang, M., Kirschner, P. A., Spector, J. M., & Ge, X. (2018). Computer-based learning environments for deeper learning in problem-solving contexts. Computers in Human Behavior, 87, 403–405. https://doi.org/10.1016/j.chb.2018.06.026
44. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
45. Xinhao, X., & Fengfeng, K. (2016). Designing a virtual-reality-based, gamelike math learning environment. American Journal of Distance Education, 30(1), 27–38. https://doi.org/10.1080/08923647.2016.1119621
46. Yuang, B., Wang, M., Van Merriënboer, J., Tao, X., Kushniruk, A., & Peng, J. (2020). Investigating the role of cognitive feedback in practice-oriented learning for clinical diagnostics. Vocations and Learning, 13(1), 159–177. https://doi.org/10.1007/s12186-019-09234-z
47. Zwart, D. P., Noroozi, O., Van Luit, J. E. H., Goei, S. L., & Nieuwenhuis, A. (2020). Effects of digital learning materials on nursing students’ mathematics learning, self-efficacy, and task value in vocational education. Nurse Education in Practice, 44, 102755. https://doi.org/10.1016/j.nepr.2020.102755
48. Zwart, D. P., Van Luit, J. E. H., Noroozi, O., & Goei, S. L. (2017). The effects of digital learning material on students’ mathematics learning in vocational education. Cogent Education, 4(1), 1313581. doi:10.1080/2331186X.2017.1313581