Timing of Information Presentation in Interactive Digital Learning Material Affects Student’s Learning Outcomes and Appreciation of the Material: a Pilot Study in the Domain of Nutritional Research Education

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Busstra, M.C., Geelen, A., Noroozi, O., Biemans, H.J.A., de Vries, J.H.M. & van 't Veer, P. (2010). Timing of Information Presentation in Interactive Digital Learning Material Affects Student’s Learning Outcomes and Appreciation of the Material: a Pilot Study in the Domain of Nutritional Research Education. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 3091-3100). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/35084.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010
Toronto, Canada
June 29, 2010
ISBN 1-880094-81-9
AACE

More Information on EDMEDIA
Table of Contents

Authors

Maria C Busstra, Anouk Geelen, Division of Human Nutrition, Wageningen University and Research Centre, Netherlands; Omid Noroozi, Harm J.A. Biemans, Education and Competence Studies, Wageningen University and Research Centre, Netherlands; Jeanne H.M. de Vries, Pieter van 't Veer, Division of Human Nutrition, Wageningen University and Research Centre, Netherlands

Abstract

Interactive digital learning material was developed – in the context of the EURRECA Network of Excellence - to assist students in obtaining insight into the principles of evaluation studies within nutritional research. The material contains a sequence of exercises which guide the student through the design and analysis of evaluation studies. For this, knowledge on research methodology is required which can be obtained by studying theory modules. To investigate the effect of timing of information presentation, two versions of the material were tested: a version in which all theory modules were presented before the exercises and a version in which the theory modules were presented just-in-time, when needed for a specific exercise. An inventory of students’ appreciation of the material and an analysis of the quality of the learning outcomes indicated that just-in-time presentation of the theory during the exercises enhanced students’ performance and appreciation of the material.

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