Mofrad Samane, Zarifsanaiey Nahid, Bazrafkan Leila, Shahraki Hadi Raeisi
MS in Medical Education, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of E-learning, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran.
J Educ Health Promot. 2021 Jun 30;10:219. doi: 10.4103/jehp.jehp_1094_20. eCollection 2021.
One of the most important ways to acquire knowledge in the present age is education based on new technologies, including mobile learning. The purpose of this study was to investigate the effect of a multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers.
In this interventional study, 112 health volunteers a Health Centre in Mashhad during 2019-2020 were enrolled. The participants were randomly divided into two groups: mobile education based on Gagne model ( = 56) and conventional lecture ( = 56). A researcher-made questionnaire was completed by the eligible subjects before, after, and 2 months after the intervention to assess their learning, retention and satisfaction in educational methods. Face validity, content validity, and reliability of the data collection tool and model fitness indices were confirmed. Content validity of data collection tools verified by experts and its reliability was calculated to be 0.78. The collected data were analyzed in SPSS-25, using descriptive (mean and standard deviation [SD]) and analytical statistical tests (independent -test).
The results showed that 2 days and 2 months after the intervention, learning, and retention rate was significantly higher in the mobile learning based on Gagne model group in comparison to conventional lecture group ( < 0.001). Furthermore, the intervention group was generally satisfied with the mobile training method.
Mobile learning based on Gagne model is recommended for improving learning, retention among health-care workers.
在当今时代，获取知识的最重要方式之一是基于新技术的教育，包括移动学习。本研究的目的是调查基于加涅教学设计的多阶段移动培训对健康志愿者学习、记忆和满意度的影响。
在这项干预性研究中，招募了2019 - 2020年期间在马什哈德一个健康中心的112名健康志愿者。参与者被随机分为两组：基于加涅模型的移动教育组（n = 56）和传统讲座组（n = 56）。符合条件的受试者在干预前、干预后以及干预后2个月完成一份由研究者制作的问卷，以评估他们在教育方法方面的学习、记忆和满意度。数据收集工具的表面效度、内容效度、信度以及模型拟合指数均得到确认。数据收集工具的内容效度经专家验证，其信度计算为0.78。收集的数据在SPSS - 25中进行分析，使用描述性统计（均值和标准差[SD]）和分析性统计检验（独立样本t检验）。
结果显示，干预后2天和2个月，基于加涅模型的移动学习组的学习和记忆率显著高于传统讲座组（P < 0.001）。此外，干预组总体上对移动培训方法感到满意。
建议采用基于加涅模型的移动学习来提高医护人员的学习和记忆效果。
