Multimedia design was a frequently reported facilitator, and one study found e-modules with more sophisticated visual and interactive features led to stronger learning outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Multimedia design, especially videos, was frequently stated as a facilitator of learning across included studies. → Bower K 2026 q2 i? One included study demonstrated that e-modules with more sophisticated visual and interactive features led to stronger learning outcomes than modules with less sophisticated features. → Bower K 2026 (2)

Evidence¶

Bower K 2026¶

Bower K, Scrivener K, Larkins S, Seaton C, Carlisle K. (2026). Technology-based teaching to support health students’ clinical skills in stroke recovery: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08709-7

q2 · i? · review · r3

Content-analysis finding from the review; multimedia learning was the most frequently reported technology, featuring in 39 of 48 studies, with videos used to enhance visual learning and modelling.

"Multimedia design was frequently stated as a facilitator of learning. Videos were used widely to enhance visual learning by, for example, observing authentic clinical scenarios [45, 47, 60], enabling ‘passive skill building’ or modelling [50]."

Bower K 2026 (2)¶

Bower K, Scrivener K, Larkins S, Seaton C, Carlisle K. (2026). Technology-based teaching to support health students’ clinical skills in stroke recovery: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08709-7

q2 · i? · causal · r?

The review reports, citing one included study, that "e-modules with more sophisticated visual and interactive features led to stronger learning outcomes" than less sophisticated modules; no effect size is printed in the review.

"One study demonstrated that e-modules with more sophisticated visual and interactive features led to stronger learning outcomes when compared to modules with less sophisticated features [62]."

Discussion¶

Related Claims¶

• A scoping review identified 48 studies of technology-based teaching for health students' stroke clinical skills, most published recently and of lower methodological quality — a broader claim this one bears on
• Content analysis identified four facilitatory features of technology-based teaching: delivery mode, multimedia design, clinical skill practice, and interaction or feedback — a broader claim this one bears on
• Emotional design features are implemented inconsistently within and between studies, especially in visual sophistication and anthropomorphic elements — related
• Visual sophistication of emotional design materials varies substantially and may act as a boundary condition for emotional design effects — related
• Voice-based multimedia settings (animation+voice and picture+voice) produce better learning performance than picture+text — related