Instructional design principles are rarely reported in medical CBL software, with the media principle most common at 29.5% of studies¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? Across 251 studies, instructional design principles were infrequently reported: the media principle appeared in 74 studies (29.5%), segmenting in 34 (13.6%), contiguity in 23 (9.2%), and others at 6.4% or below. → Taveira-Gomes T 2016

Evidence¶

Taveira-Gomes T 2016¶

Taveira-Gomes T, Ferreira P, Taveira-Gomes I, Severo M, Ferreira MA. (2016). What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review. Journal of Medical Internet Research. https://doi.org/10.2196/jmir.5461

q2 · i? · review · r3

Prevalence analysis across the 251 abstracted articles, with instructional design principles inferred from descriptions and figures using standardized criteria when not explicitly reported. The review argues missing design reports "obfuscates the effect of different intervention aspects."

"The media principle was apparent in 74 studies (29.5%, ICC=.94), followed by the segmenting principle in 34 studies (13.6%, ICC=.98) and the contiguity principle in 23 studies (9.2%, ICC=1.00)."

Discussion¶

Related Claims¶

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• DHH students' feedback suggests the coherence principle is important to reduce visual distraction — related
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