Assessing the impact of lecture embedded animations on medical student learning

Introduction: Educational theories such as the cognitive theory of multimedia learning (CTML) and dual coding theory propose that information presented visually and verbally can enhance the learning experience. In this way the technology enabled learning provides a platform for lectures to be delivered with these two criteria in mind. Regardless of the mode of lecture delivery (face to face, live zoom or pre-recorded presentation), the design of the lecture material can be further improved to support student learning, engagement, motivation and/or academic performance. Aim: At Western Sydney University, medical students are given pre-recorded lecture videos to cover the content within the pre-clinical years. While this promotes ease of use and flexibility in accessibility to suit an individual student to progress at their own pace, we wanted to the explore the impact of short virtual 3D animations embedded within lecture videos on student learning. Discussion: Year 1 medical students were asked to complete a survey prior to and post exposure to animation embedded lectures in their gastrointestinal block in 2021/2022. Ongoing preliminary results from pre-survey responses highlighted that students utilise a variety of learning styles, with visual being the most preferred. YouTube was shown to be the largest source of videos to support their learning, however, only 50% of students check the credibility of videos. Post-survey responses indicated that the animations supported engagement and motivation to learn the content, with 100% of student responses indicating preferring lecture content with animations. Preliminary analysis of exam outcomes for 2021 has shown better performance on questions based on lecture content with embedded animations. The evidence gathered thus far shows the potential for the inclusion of animations within lecture material to be a beneficial tool for educators to enhance the student learning experience.