| Abstrakt: |
Context: Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective: The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design: Preintervention and postintervention surveys. Setting: Commission on Accreditation of Athletic Training Education-accredited athletic training program. Patients or Other Participants: Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s): A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results: An interaction was discovered for the effect of instruction and use of the ARS (F1,59=5.89, P=.018, η² p=.091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η² p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions: Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity. [ABSTRACT FROM AUTHOR] |
