RT Journal Article
T1 A Blended Learning System to Improve Motivation, Mood State, and Satisfaction in Undergraduate Students: Randomized Controlled Trial.
A1 Lozano-Lozano, Mario
A1 Fernández-Lao, Carolina
A1 Cantarero-Villanueva, Irene
A1 Noguerol, Ignacio
A1 Álvarez-Salvago, Francisco
A1 Cruz-Fernández, Mayra
A1 Arroyo-Morales, Manuel
A1 Galiano-Castillo, Noelia
K1 education
K1 learning
K1 mobile apps
K1 students, health occupations
K1 teaching
AB Smartphone-based learning, or mobile learning (m-learning), has become a popular learning-and-teaching strategy in educational environments. Blended learning combines strategies such as m-learning with conventional learning to offer continuous training, anytime and anywhere, via innovative learning activities. The main aim of this work was to examine the short-term (ie, 2-week) effects of a blended learning method using traditional materials plus a mobile app-the iPOT mobile learning app-on knowledge, motivation, mood state, and satisfaction among undergraduate students enrolled in a health science first-degree program. The study was designed as a two-armed, prospective, single-blind, randomized controlled trial. Subjects who met the inclusion criteria were randomly assigned to either the intervention group (ie, blended learning involving traditional lectures plus m-learning via the use of the iPOT app) or the control group (ie, traditional on-site learning). For both groups, the educational program involved 13 lessons on basic health science. The iPOT app is a hybrid, multiplatform (ie, iOS and Android) smartphone app with an interactive teacher-student interface. Outcomes were measured via multiple-choice questions (ie, knowledge), the Instructional Materials Motivation Survey (ie, motivation), the Profile of Mood States scale (ie, mood state), and Likert-type questionnaires (ie, satisfaction and linguistic competence). A total of 99 students were enrolled, with 49 (49%) in the intervention group and 50 (51%) in the control group. No difference was seen between the two groups in terms of theoretical knowledge gain (P=.92). However, the intervention group subjects returned significantly higher scores than the control group subjects for all postintervention assessed items via the motivation questionnaire (all P The blended learning method led to significant improvements in motivation, mood state, and satisfaction compared to traditional teaching, and elicited statements of subjective improvement in terms of competence in English. ClinicalTrials.gov NCT03335397; https://clinicaltrials.gov/ct2/show/NCT03335397.
YR 2020
FD 2020-05-22
LK http://hdl.handle.net/10668/15616
UL http://hdl.handle.net/10668/15616
LA en
DS RISalud
RD Apr 11, 2025