Department of Epidemiology and Health Policy, University of Toyama, Toyama, Japan
Department of Epidemiology and Health Policy, University of Toyama, Toyama, Japan.
BMJ Open. 2024 May 27;14(5):e083344. doi: 10.1136/bmjopen-2023-083344.
Since the emergence of COVID-19, university education has drastically transformed into digital-based learning (DBL). Online education has been well recognised as a promising mode of teaching; however, only a limited number of studies have reported the students' preferred format for academic learning.
Cross-sectional.
The study was conducted in a university setting in Japan. A Google Forms online questionnaire was distributed to the participants between April and May 2022.
A total of 939 undergraduate medical, nursing and pharmaceutical students in the pre-clinical grade were recruited, and 344 were included in the final analysis.
The questionnaire assessed students' format preferences between paper-based learning (PBL) and DBL as it pertained to academic performance and eyestrain. In terms of academic performance, comprehension, memory retention and absorption (concentration) were assessed. We also explored the association between students' daily time spent using DBL and their digital preference by the Cochran-Armitage trend test and logistic regression analysis.
A total of 344 (191 medical, 73 nursing and 80 pharmaceutical) university students completed the questionnaire (response rate 36.6%). An even distribution was observed in the preferred learning format for comprehension: PBL (32.0%), both formats equivalent (32.8%) and DBL (35.2%; digital preference). Only few students preferred DBL for memory retention (6.1%), absorption (6.7%) and eyestrain (1.2%). Although a positive association was observed between daily time spent using DBL and digital preference for comprehension, there was no association for memory retention, absorption and eyestrain.
Among university students, DBL was just as preferred as PBL for comprehension; however, only a few students reported that DBL was better in terms of memory retention, absorption and eyestrain. A learning environment where students can study using PBL should be continued.
自 COVID-19 出现以来，大学教育已迅速转变为基于数字的学习（DBL）。在线教育已被公认为一种有前途的教学模式；然而，只有少数研究报告了学生对学术学习的首选格式。
横断面研究。
该研究在日本的一所大学进行。2022 年 4 月至 5 月期间，通过 Google 表单向参与者分发了在线问卷。
共招募了 939 名临床医学、护理和药学专业的预科学生，其中 344 名学生纳入最终分析。
该问卷评估了学生在学术表现和眼疲劳方面对基于纸张的学习（PBL）和 DBL 的格式偏好。在学术表现方面，评估了理解、记忆保留和吸收（注意力集中）。我们还通过 Cochran-Armitage 趋势检验和逻辑回归分析探讨了学生每天使用 DBL 的时间与他们对数字的偏好之间的关系。
共有 344 名（191 名医学、73 名护理和 80 名药学）大学生完成了问卷（应答率为 36.6%）。在理解的首选学习格式方面观察到均衡分布：PBL（32.0%）、两种格式等效（32.8%）和 DBL（35.2%；数字偏好）。只有少数学生更喜欢 DBL 用于记忆保留（6.1%）、吸收（6.7%）和眼疲劳（1.2%）。尽管观察到每天使用 DBL 的时间与对理解的数字偏好之间存在正相关，但与记忆保留、吸收和眼疲劳无关。
在大学生中，DBL 与 PBL 一样受欢迎，用于理解；然而，只有少数学生报告 DBL 在记忆保留、吸收和眼疲劳方面更好。应继续提供学生可以使用 PBL 进行学习的学习环境。
