EFFECTS Of MULTIMEDIA VIDEO In LEARNING HUMAN ANATOMY AZ Bashet, PhD Student Center for Innovative Learning Claire Kirchhoff, PhD Dept. of Integrative Physiology and Anatomy Adriana D’Alba, PhD Department of Learning Technologies

One of the major problems in health science education is to understand, comprehend, analyze, apply, and evaluate complex concepts of basic biological sciences such as histology, physiology, anatomy, pharmacology, and clinical skills lab etc. Study subject is Anatomy Shortage of Cadavers Large class (>200 students) What is the Problem ?

Mayer (2001) called it multimedia principle — underlies much of the interest in multimedia learning. A multimedia instruction uses words (printed or narration ) and pictures (still, animated or video clip) that is intended to foster learning. People have been using words as the primary format of instruction. Technological advancement enabled creation of most advanced level of instructions using animated pictures and video clips that are widely used (p. 31). Why Multimedia Video?

The multimedia strategies include ◦ PowerPoint presentation (Mayer & Johnson, 2008), ◦ games (Moreno & Mayer, 2004, 2005), and ◦ computer-assisted video learning (Gay, 1986) in a variety of content areas, in addition to auditory and video media (Berk, 2009). New technologies have the potential to not only support teaching and learning, but also afford students with new learning opportunities (Mishra & Koehler, 2006). Why Multimedia Video?

Kozma (1991) suggested that suggested that the high resemblance and repleteness of video might help students with little previous knowledge to connect mental representations to the real world in a way that they find hard to accomplish with text. Use of multimedia instruction can be effective to clarify the basic biological concepts and mechanisms for the students, and of reusable objects repository can be convenient to meet student education needs of health science program. Why Multimedia Video?

Multimedia instruction provides flexibility for learners to learn individually paced rather than instructor controlled learning. Zimmerman (2008) refers " ‘self-regulated learning’ to the degree to which students are active and responsible participants in their own learning process and engaging in self-regulatory process enhances students’ motivational beliefs, learning, and performance." Why Multimedia Video?

Orhan Ercan (2014) stated that there are significant differences exist between experimental and control group students in attitudes towards science and technology. Use of multimedia assisted educational animation implemented on the experimental group was found to positively affect not only student achievement, but also their attitudes towards science (p 617). Similar studies in literature show that multimedia software affects the development of student attitudes towards science (Hwang, Wu & Ke, 2011).

Use of multimedia video instruction will enhance student attitude in learning complex concepts of human anatomy Use of multimedia video instruction will engage student in learning complex concepts of human anatomy Use of multimedia video instruction will enhance student performance in learning complex concepts of human anatomy Research hypothesis

Quantitative >200 students from biomedical science, PA & PT Validate survey instrument by (Knezek & Christensen, 1996). Qualtrics survey-Attitude and engagement Kaltura media gallery-engagement Module Quizzes and Final Exam-performance SPSS- Methods

Multimedia video are major source for teaching this new generation to enhance their learning. Multimedia instruction provides opportunity for individualized instruction. Learner can use their own pace and time to control their own learning process. Interactive multimedia instruction can be delivered online as well as using different portable mobile devices. The results of Mayer and other research indicate that the use of multimedia instruction in teaching may be effective for basic science courses such as histology, physiology, anatomy, and pharmacology to introducing complex processes topics in in health science education. Discussion

Research revealed that interactive multimedia video may be effective on student learning. There is significant increase in student engagement in multimedia learning. Results showed that multimedia could help students to improve their learning in general (Cairncross & Mannion, 1999; Giannotti & Galletti, 1996; Höhne & Henkel, 2004). There is more desire to interact with multimedia learning materials. Multimedia video provides learners to study at their own pace and to have control over their learning process, and to improve the clinical skills. Conclusion

Hwang, G. J., Wu, P., H., & Ke, H. R. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computer & Education, 57 (4), Kozma RB. (1991). Learning with media. Review of Educational Research, 61(2), Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), Zimmerman, B. J. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 2008, 45(1), 166–183. References