Sharmin Nazlee, Houshyar Shahram, Stevenson Thomas R, Chow Ava K
Mike Petryk School of Dentistry, Faculty of Medicine & Dentistry, College of Health Sciences, University of Alberta, Edmonton, Canada.
Healthc Inform Res. 2025 Jan;31(1):96-106. doi: 10.4258/hir.2025.31.1.96. Epub 2025 Jan 31.
A growing number of health professional institutions around the world are embracing innovative technologies to increase student engagement, primarily to improve clinical and simulated learning experiences. Didactic learning is an essential component of dental and medical curricula. However, limited research is available regarding the implementation of technology-infused teaching in classroom settings. We developed self-paced interactive learning content using the HTML5 Package (H5P) to promote student engagement in a didactic course within a dental hygiene program.
A total of 52 interactive artifacts were created and administered to students as supplementary learning material. A descriptive study was conducted to explore student perceptions and engagement with the H5P content, as well as to evaluate the impact of these artifacts on academic performance.
Students performed significantly better on exam questions associated with interactive H5P content posted in the learning management system compared to other questions. Most students were highly engaged with the H5P content during the week leading up to each summative assessment. However, two of the three students with the highest course grades demonstrated consistent engagement with this content throughout the course.
Our results highlight the effectiveness of interactive content created using the H5P platform in fostering student engagement. The development of self-paced interactive materials may benefit various aspects of didactic teaching, including both synchronous and asynchronous online learning.
全球越来越多的健康专业机构正在采用创新技术来提高学生的参与度，主要是为了改善临床和模拟学习体验。理论学习是牙科和医学课程的重要组成部分。然而，关于在课堂环境中实施技术融入式教学的研究有限。我们使用HTML5包（H5P）开发了自定进度的交互式学习内容，以促进学生在牙科卫生项目的理论课程中的参与度。
总共创建了52个交互式工件，并作为补充学习材料提供给学生。进行了一项描述性研究，以探索学生对H5P内容的看法和参与度，以及评估这些工件对学业成绩的影响。
与其他问题相比，学生在与学习管理系统中发布的交互式H5P内容相关的考试问题上表现明显更好。在每次总结性评估前的一周内，大多数学生都高度参与了H5P内容。然而，课程成绩最高的三名学生中有两名在整个课程中都持续参与了该内容。
我们的结果突出了使用H5P平台创建的交互式内容在促进学生参与度方面的有效性。自定进度的交互式材料的开发可能有益于理论教学的各个方面，包括同步和异步在线学习。
