The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students

Abstract

Background: Nursing students require learning strategies when studying pharmacology. The COVID-19 pandemic has increased the prevalence of online self-study. The design of effective online learning materials has therefore become vital to nursing education.

Objectives: The objective of this study was to describe the active learning mechanism that helped nursing students learn pharmacology through interactive learning materials and to demonstrate that no increased cognitive load in nursing students when studying pharmacology using interactive learning materials.

Method: We designed an active learning mechanism to help nursing students study pharmacology by using interactive learning materials. An experimental pre- and post-test design was conducted. The participants were second-year nursing students (age 16-17) in a junior college of nursing. Students were randomly assigned to an experimental group (n = 98) and a control group (n = 90).

Results: We developed multi-media interactive learning materials and an active learning mechanism to enable nursing students to learn pharmacology. The proposed approach not only improved learning achievements but also reduced the cognitive load of nursing students.

Conclusion: The major contribution of this study exhibits a new approach to practice wherein active learning is incorporated into interactive pharmacology materials for nursing students. This can be attributed to the design features of "explanation," "quiz and feedback," and "encouragement." Our results aid the development of effective interactive learning materials for pharmacology for Taiwanese nursing students.

Keywords: Active learning mechanism; Cognitive load; Interactive learning materials; Learning achievements; Pharmacology.