Page 205 - International Perspectives on Effective Teaching and Learning in Digital Education

Effective Technology-Enhanced Learning Methods of Increasing Knowledge

use of double-blinding), and the reporting of participant withdrawals (1 =
reasons and numbers provided,  = not reported).The assessment was con-
ducted independently by the authors. All the studies included get more than
three scores, which means they’re all high quality.

Results
In total, we identified seven articles that met the inclusion criteria. The studies
varied in their stated aims, settings, descriptions of participants, interventions
and outcomes measured. Data extraction included author(s), year, country of
research, study aim, design and main findings (Table ).

Effectiveness of TEL Interventions on Knowledge and Skills
among Nursing Students
In the study by Chang et al. (1) the mobile app integrated interactive el-
ements such as audio, visual, and haptic stimuli, allowing nursing students
to actively engage with the material. The app provided immediate feedback,
allowing students to detect and correct mistakes, leading to improved skill
performance. The authors found that using a virtual simulation-based mo-
bile learning method had a positive impact on the experimental group. Spe-
cifically, the group that used the app achieved significantly higher scores in
knowledge, medication administration, and nasotracheal suctioning com-
pared to the control group. Additionally, the experimental group reported
notably lower levels of intrinsic and extraneous cognitive load than the con-
trol group. Participants in the experimental group also expressed significant-
ly greater satisfaction compared to those in the control group. The effect
sizes for these differences were large, indicating substantial practical signif-
icance. Furthermore, the statistical power (p < .1) of these findings was
very high, suggesting that the results are highly reliable and unlikely to be
due to chance.
According by the study Amaniyan et al. () teaching by the conceptual
map method had statistically significant differences with the control groups
in the visual learning style (p < .36). However, no statistically significant dif-
ferences were reported among the groups participating in the conceptual
map method compared with the traditional lecture method in the follow-
ing three learning styles including reading/writing (p < .414), auditory (p
< .49), and kinesthetic (p < .78). Conceptual mapping proved to be an
effective digital intervention feature for visual learners by enhancing interac-
tivity, structuring information visually, and improving knowledge retention.
However, it had limited impact on students with auditory, reading/writing, or

5