Effects of the use of different educational technologies in conceptual learning of the orofacial myofunctional system

ABSTRACT

Purpose  Compare three learning methods on Anatomy and Physiology of the Orofacial Myofunctional System (OMS): two interactive methods with educational software and one traditional method, regarding the conceptual learning of Speech-Language and Hearing Sciences (SLHS) undergraduate students.

Methods  Thirty-six students were randomly divided into three groups: Group 1 (G1) - 2D computer game-based method (n=12); Group 2 (G2) - 3D computational model method (n=12); Group 3 (G3) - traditional method (texts and 2D images) (n=12). The learning methods were applied during a complementary study schedule, for seven weeks, after a lecture. Knowledge assessments were conducted prior to the application of the learning methods, immediately after, and six months after completion; the performance of the groups at the three moments was compared. Data were analyzed in SPSS 21 software (p≤0.005).

Results  Female individuals were predominant, with mean age of 22.0 (±4.7) years (F_2.33=60.72; p=0.260). The results show that only the pre-test differed from the short-term test in the G1, whereas the pre-test differed from the short- and the long-term tests in the G2 and G3. Regarding correlation between the performance of the groups and the moments of evaluation, it was observed that the results for the G1 were inferior (F_2.22=722.30; p<0.001).

Conclusion  The 3D computational model was comparable to the traditional method for short- and long-term conceptual learning and knowledge retention, and both were more effective than the 2D computer game.

Keywords:  Speech-language and hearing sciences; Anatomy; Physiology; Computer-assisted instruction; Learning