Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education. The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses. Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching. The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analyses revealed significant effects on student learning in favour of the interventions using flipped classrooms, interactive websites/apps and students self-produced videos. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

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Digital learning designs in physiotherapy education: a systematic review and meta-analysis

In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduate students learning to identify species in this 2 × 2 experiment. Using Bayesian analyses, results show a credible interaction effect between the mobile app and intrinsic goal-framing for intentions and identified regulation. For effort and achievement, the main effect of mobile learning is credible with substantial effect sizes. We argue that these findings are due to the need-supportive features within the mobile app and need-satisfying experience of pursuing intrinsic goals. For intrinsic motivation and amotivation, however, extrinsic goal-framing and intrinsic goal-framing, respectively, are credible and positive main effects, which is unexpected. More research is needed to investigate if this contradictory finding is replicated by others, or if students are pursuing extrinsic goals for autonomous motivation. Bayesian multigroup path analysis found across both groups that identified regulation predicted intentions, and intrinsic motivation predicted effort and achievement. For the extrinsic goal-framing group, amotivation predicted achievement, identified regulation predicted effort and achievement, and intrinsic motivation negatively predicted intentions. The results of our study provide theoretical implications for how goal-framing energizes different types of motivation within the mLearning context, and how manipulation within technology may have a differential effect on motivation than a physical agent.

The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning

We developed the responsive environment AIM‐Mobile Learning Platform, which permits to assess students using smartphones and to design online educational packets. We carried out a qualitative and quantitative study in Higher Education subjects using the case study and the triangulation data methods. Results demonstrated that the environment promotes a dynamic learning‐teaching process inside class, increasing the motivation, participation, and attention of students and helping them to be more conscious of their self‐learning process.

AIM‐Mobile Learning Platform to enhance the teaching‐learning process using smartphones

The revolution of digital technology has major change on lifestyle, economics, entertainment, and education. In education sector, digital technology assists learners to learn something new rapidly. This paper purposes to potere digital technology in the form of mobile learning for primary students. This reasearch took primary students in one of the sub-urban schools in Semarang as the participants. This paper showed that millenials, in this case primary students, used gadget on any circumstance. They used their gadgets (smartphone and tablets) in learning and entertainment purposes. The students learned sciences, technology, and mathematics through mobile games, youtube, and social media. It indicates acceleration to upgrade human skills and knowledge.

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Digital Technology on Millenial Generation : Potere Mobile Devices on Primary Students for Supporting Learning

This Master’s Thesis consists of the software development of a new version of the AIM-Mobile Learning Platform e-learning platform to integrate new functionalities in the client application and in the server application of the virtual learning environment, focusing mainly on software development of new functionalities on the student’s platform through the Sencha Touch framework to obtain a web application accessible from any web browser anytime and anywhere from any mobile device through the Internet, as well as a native application on Android and iOS, in which the student, in addition to visualizing the content generated by your teacher as in previous versions of the e-learning platform, your own content in the form of questions can be generated to improve the learning process or, among other new functionalities, the database of your choice can be access regardless of the server on which it is hosted so that any educational institution can install its own AIM-Mobile Learning Platform e-learning platform.

Integración de funcionalidades en las aplicaciones cliente y servidor del entorno virtual AIM-Mobile Learning Platform

The web-based interactive educational application aim-mobile web learning platform

RESUMEN: La utilización de programas LMS (Learning Management Systems) en sistemas educativos se han convertido en un soporte esencial de metodologías virtuales tales como el e-learning y m-learning, ya que permiten integrar sus ventajas y funcionalidades de un modo eficiente. Como consecuencia, su uso se ha hecho extensivo en el sistema universitario superior de enseñanza. En este sentido, la integración de aplicaciones LMS con dispositivos móviles está evolucionando la comunicación entre estudiantes y profesores, ya que permiten extender la conectividad y la propia interrelación entre estudiantes fuera del aula, promoviendo sistemas de redes sociales accesibles desde cualquier lugar y en cualquier momento. Además, esta integración está modificando el modo de interactuar con los recursos y contenidos del aprendizaje así como ciertas tareas relacionadas con la evaluación y seguimiento de los estudiantes, ya que éstos permiten un acceso en tiempo real a contenidos educativos y a datos y perfiles de estudiantes. Por lo tanto, el diseño e implementación de programas LMS que integren tecnologías móviles, ayuda a mejorar la consolidación de servicios educativos suportados a través de dichos dispositivos en el sistema educativo, haciendo que el diseño de cursos y contenidos se convierta en un proceso más atractivo y automatizado.

Jorge Debrán

Papers

AIM‐Mobile Learning Platform to enhance the teaching‐learning process using smartphones

The web-based interactive educational application aim-mobile web learning platform

Diseño e Implementación del Entorno de Aprendizaje Virtual AIM-Mobile Learning Platform

The impact of the aim-mobile learning platform in different higher education disciplines