Interactive Engagement with Self-Paced Learning Content in a Didactic Course
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Objectives: A growing number of health professional institutions around the world are embracing innovative technologiesto increase student engagement, primarily to improve clinical and simulated learning experiences. Didactic learning is an essentialcomponent of dental and medical curricula. However, limited research is available regarding the implementation oftechnology-infused teaching in classroom settings. We developed self-paced interactive learning content using the HTML5Package (H5P) to promote student engagement in a didactic course within a dental hygiene program. Methods: A total of 52interactive artifacts were created and administered to students as supplementary learning material. A descriptive study wasconducted to explore student perceptions and engagement with the H5P content, as well as to evaluate the impact of theseartifacts on academic performance. Results: Students performed significantly better on exam questions associated with interactiveH5P content posted in the learning management system compared to other questions. Most students were highlyengaged with the H5P content during the week leading up to each summative assessment. However, two of the three studentswith the highest course grades demonstrated consistent engagement with this content throughout the course. Conclusions:Our results highlight the effectiveness of interactive content created using the H5P platform in fostering student engagement. The development of self-paced interactive materials may benefit various aspects of didactic teaching, including both synchronousand asynchronous online learning.
Abstract
Objectives: A growing number of health professional institutions around the world are embracing innovative technologiesto increase student engagement, primarily to improve clinical and simulated learning experiences. Didactic learning is an essentialcomponent of dental and medical curricula. However, limited research is available regarding the implementation oftechnology-infused teaching in classroom settings. We developed self-paced interactive learning content using the HTML5Package (H5P) to promote student engagement in a didactic course within a dental hygiene program. Methods: A total of 52interactive artifacts were created and administered to students as supplementary learning material. A descriptive study wasconducted to explore student perceptions and engagement with the H5P content, as well as to evaluate the impact of theseartifacts on academic performance. Results: Students performed significantly better on exam questions associated with interactiveH5P content posted in the learning management system compared to other questions. Most students were highlyengaged with the H5P content during the week leading up to each summative assessment. However, two of the three studentswith the highest course grades demonstrated consistent engagement with this content throughout the course. Conclusions:Our results highlight the effectiveness of interactive content created using the H5P platform in fostering student engagement. The development of self-paced interactive materials may benefit various aspects of didactic teaching, including both synchronousand asynchronous online learning.