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User experience and the influence on the evaluation of information presentation in an online brachial plexus module
Author(s) -
Turgeon James G,
Armstrong Kevin,
Wilson Timothy D
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.530.4
Subject(s) - presentation (obstetrics) , test (biology) , brachial plexus , computer science , field (mathematics) , scholarship , human–computer interaction , psychology , multimedia , medicine , surgery , mathematics , paleontology , political science , pure mathematics , law , biology
E‐learning through computer modules is a growing trend amongst anatomical educators. However, little research has explored the translation of design components between users of different experience levels. This study explored the role of prior knowledge and its effect on user rating of an online learning module. Due to the brachial plexus’ complexity, difficulty in learning and the continued application within the medical field, a three‐dimensional model of the brachial plexus and surrounding structures was created. This model was integrated into two interactive interfaces demonstrating equivalent information in distinct presentation modes, guided and self‐guided. For a distribution of low (LK) and high (HK) prior knowledge participants, recruitment occurred from undergraduate and resident populations. Pre‐test scores verified participants as high or low prior knowledge. It is hypothesized that HK users prefer self‐guided module characteristics while LK users prefer the direction inherent in the guided module. It is expected that all users will show improvement between pre‐ and post‐test scores, and greater improvement will correspond with the higher rated module. Grant Funding Source : Queen Elizabeth II Graduate Scholarship in Science and Technology