Vana Kimberly D, Silva Graciela E, Muzyka Diann, Hirani Lorraine M
College of Nursing & Health Innovation, Arizona State University, Phoenix, USA.
Comput Inform Nurs. 2011 Jun;29(6):326-34; quiz 335-6. doi: 10.1097/NCN.0b013e3181f9dd9c.
It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.
有人提出，学生使用通常称为“点击器”的课堂反馈系统可能会促进对教学材料的理解和记忆。然而，这种方法是否真的能提高学生成绩仍未确定。本研究的目的是评估在本科护理专业学生对药理学知识的理解和记忆方面，采用选择题型PowerPoint幻灯片和课堂反馈系统的授课形式是否比仅使用选择题型PowerPoint幻灯片的授课形式更有效。该研究还评估了额外使用点击器是否对学生的学习满意度产生积极影响。将78名参加了选择题型PowerPoint幻灯片加点击器讲座课程的学生的结果与55名仅使用选择题型PowerPoint幻灯片的学生的结果进行了比较。这两组学生的测试成绩没有显著差异。一份满意度调查问卷显示，72.2%的对照组学生不希望有使用点击器的机会。在使用点击器的组中，92.3%的学生建议在未来课程中使用该系统。与仅使用选择题型PowerPoint幻灯片的学生相比，使用选择题型PowerPoint幻灯片和课堂反馈系统似乎并没有提高学生对药理学知识的理解或记忆。
