Effects of Concurrent Irrelevant Visual Stimuli on Learning Outcomes in Midwifery Education
Split Attention in Midwifery Education: Effects of Concurrent Irrelevant Visual Stimuli - A Randomised Controlled Trial
This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Both groups received the same 45-minute theoretical session on delivery-room management of the newborn. The intervention group was exposed to an unrelated soap-cutting video displayed concurrently with the educational presentation, whereas the control group received standard PowerPoint-supported instruction. The primary outcome was attitude toward learning. Secondary outcomes included theoretical knowledge, state anxiety, academic motivation, and satisfaction with the teaching method. Outcomes were assessed immediately after the educational session.
Aperçu de l'étude
Statut
Les conditions
Description détaillée
The study used a two-arm, parallel-group, post-test-only randomized controlled design.
Eligible third-year midwifery students who had not previously completed the Newborn and Child Health course were randomly allocated to intervention and control groups using a computer-generated sequence prepared through Randomizer.org.
The educational session addressed physiological transition from fetal to neonatal life, prenatal and delivery-room preparation, thermal management, rapid neonatal assessment, umbilical-cord management, initial newborn care, and early skin-to-skin contact.
Both groups received standardized theoretical instruction delivered by the same instructor using identical educational materials and session duration.
In the intervention group, an instructionally irrelevant soap-cutting video was presented in the lower portion of the screen while the lecture slides remained visible above it. The control group received conventional PowerPoint-supported instruction without additional visual stimulation.
The educational intervention lasted 45 minutes. Outcome measures were administered immediately after the session.
The study was designed to investigate whether concurrent irrelevant visual stimulation influenced students' attitudes toward learning and related educational outcomes.
Type d'étude
Inscription (Réel)
Phase
- N'est pas applicable
Contacts et emplacements
Lieux d'étude
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-
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Çanakkale, Turquie (Türkiye)
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-
Critères de participation
Critère d'éligibilité
Âges éligibles pour étudier
Accepte les volontaires sains
Sexes éligibles pour l'étude
La description
Inclusion Criteria:
Third-year midwifery students. Students who had not previously completed the Newborn and Child Health course. Willingness to participate and provision of written informed consent. Ability to attend the entire educational session.
Exclusion Criteria:
Previous completion of the Newborn and Child Health course. Severe visual or hearing impairment preventing participation in the audiovisual educational session.
Inability to attend the complete teaching session.
Plan d'étude
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Autre
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Seul
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
|
Expérimental: Arm 1 - Experimental: Split-Screen Instruction
Participants received a 45-minute PowerPoint-supported educational session on delivery-room management of the newborn while an unrelated soap-cutting video was displayed concurrently beneath the presentation slides. |
A standardized 45-minute theoretical educational session accompanied by a concurrent, instructionally irrelevant soap-cutting video displayed beneath the lecture slides. |
|
Autre: Arm 2 - Active Comparator: Standard Instruction
Participants received the same 45-minute PowerPoint-supported educational session without any additional irrelevant visual stimulus. |
Participants received a standardized 45-minute theoretical educational session on delivery-room management of the newborn using PowerPoint presentations without additional irrelevant visual stimuli. |
Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Attitude Toward Learning Scale (ATLS) Score
Délai: Immediately after completion of the 45-minute educational session.
|
Attitude toward learning was assessed using the 40-item Attitude Toward Learning Scale. Items are rated using a five-point Likert response format. Higher total scores indicate more positive attitudes toward learning. |
Immediately after completion of the 45-minute educational session.
|
Mesures de résultats secondaires
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Theoretical Knowledge Score
Délai: Immediately after the educational session.
|
Theoretical knowledge regarding delivery-room management of the newborn was assessed using a researcher-developed 10-item multiple-choice test. Total scores range from 0 to 10, with higher scores indicating greater knowledge. |
Immediately after the educational session.
|
|
State Anxiety Score
Délai: Immediately after the educational session.
|
State anxiety was assessed using the 20-item State Anxiety subscale of the State-Trait Anxiety Inventory. Total scores range from 20 to 80, with higher scores indicating greater state anxiety. |
Immediately after the educational session.
|
Collaborateurs et enquêteurs
Parrainer
Collaborateurs
Dates d'enregistrement des études
Dates principales de l'étude
Début de l'étude (Réel)
Achèvement primaire (Réel)
Achèvement de l'étude (Réel)
Dates d'inscription aux études
Première soumission
Première soumission répondant aux critères de contrôle qualité
Première publication (Réel)
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
Dernière mise à jour soumise répondant aux critères de contrôle qualité
Dernière vérification
Plus d'information
Termes liés à cette étude
Mots clés
Autres numéros d'identification d'étude
- 123456
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
Description du régime IPD
De-identified individual participant data underlying the published results, including demographic characteristics, study group allocation, attitude toward learning, theoretical knowledge, state anxiety, academic motivation, and satisfaction scores, will be available from the corresponding author upon reasonable request, subject to ethical and institutional requirements.
Délai de partage IPD
De-identified individual participant data will be available beginning six months after publication of the study results and will remain available for five years.
Critères d'accès au partage IPD
De-identified data will be available to qualified researchers upon reasonable request to the corresponding author. Requests will be evaluated based on scientific purpose, ethical considerations, and data confidentiality requirements.
Type d'informations de prise en charge du partage d'IPD
- SÈVE
- CIF
- ANALYTIC_CODE
- RSE
Informations sur les médicaments et les dispositifs, documents d'étude
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