Interactive Engagement with Self-Paced Learning Content in a Didactic Course
Objectives A growing number of health professional institutions around the world are embracing innovative technologies to increase student engagement, primarily to improve clinical and simulated learning experiences. Didactic learning is an essential component of dental and medical curricula. Howeve...
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| Format: | Article |
| Language: | English |
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The Korean Society of Medical Informatics
2025-01-01
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| Series: | Healthcare Informatics Research |
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| Online Access: | http://e-hir.org/upload/pdf/hir-2025-31-1-96.pdf |
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| author | Nazlee Sharmin Shahram Houshyar Thomas R. Stevenson Ava K. Chow |
| author_facet | Nazlee Sharmin Shahram Houshyar Thomas R. Stevenson Ava K. Chow |
| author_sort | Nazlee Sharmin |
| collection | DOAJ |
| description | Objectives A growing number of health professional institutions around the world are embracing innovative technologies to increase student engagement, primarily to improve clinical and simulated learning experiences. Didactic learning is an essential component of dental and medical curricula. However, limited research is available regarding the implementation of technology-infused teaching in classroom settings. We developed self-paced interactive learning content using the HTML5 Package (H5P) to promote student engagement in a didactic course within a dental hygiene program. Methods A total of 52 interactive artifacts were created and administered to students as supplementary learning material. A descriptive study was conducted to explore student perceptions and engagement with the H5P content, as well as to evaluate the impact of these artifacts on academic performance. Results Students performed significantly better on exam questions associated with interactive H5P content posted in the learning management system compared to other questions. Most students were highly engaged with the H5P content during the week leading up to each summative assessment. However, two of the three students with 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 synchronous and asynchronous online learning. |
| format | Article |
| id | doaj-art-a7b2e0ed8dff494284933a49c16c378e |
| institution | DOAJ |
| issn | 2093-3681 2093-369X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | The Korean Society of Medical Informatics |
| record_format | Article |
| series | Healthcare Informatics Research |
| spelling | doaj-art-a7b2e0ed8dff494284933a49c16c378e2025-08-20T03:07:57ZengThe Korean Society of Medical InformaticsHealthcare Informatics Research2093-36812093-369X2025-01-013119610610.4258/hir.2025.31.1.961240Interactive Engagement with Self-Paced Learning Content in a Didactic CourseNazlee SharminShahram HoushyarThomas R. StevensonAva K. ChowObjectives A growing number of health professional institutions around the world are embracing innovative technologies to increase student engagement, primarily to improve clinical and simulated learning experiences. Didactic learning is an essential component of dental and medical curricula. However, limited research is available regarding the implementation of technology-infused teaching in classroom settings. We developed self-paced interactive learning content using the HTML5 Package (H5P) to promote student engagement in a didactic course within a dental hygiene program. Methods A total of 52 interactive artifacts were created and administered to students as supplementary learning material. A descriptive study was conducted to explore student perceptions and engagement with the H5P content, as well as to evaluate the impact of these artifacts on academic performance. Results Students performed significantly better on exam questions associated with interactive H5P content posted in the learning management system compared to other questions. Most students were highly engaged with the H5P content during the week leading up to each summative assessment. However, two of the three students with 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 synchronous and asynchronous online learning.http://e-hir.org/upload/pdf/hir-2025-31-1-96.pdfsimulation trainingteaching materialsdental educationoral hygienelearningeducationbiochemistry |
| spellingShingle | Nazlee Sharmin Shahram Houshyar Thomas R. Stevenson Ava K. Chow Interactive Engagement with Self-Paced Learning Content in a Didactic Course Healthcare Informatics Research simulation training teaching materials dental education oral hygiene learning education biochemistry |
| title | Interactive Engagement with Self-Paced Learning Content in a Didactic Course |
| title_full | Interactive Engagement with Self-Paced Learning Content in a Didactic Course |
| title_fullStr | Interactive Engagement with Self-Paced Learning Content in a Didactic Course |
| title_full_unstemmed | Interactive Engagement with Self-Paced Learning Content in a Didactic Course |
| title_short | Interactive Engagement with Self-Paced Learning Content in a Didactic Course |
| title_sort | interactive engagement with self paced learning content in a didactic course |
| topic | simulation training teaching materials dental education oral hygiene learning education biochemistry |
| url | http://e-hir.org/upload/pdf/hir-2025-31-1-96.pdf |
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