Document Type : Original Article
Authors
1 Department of E-learning, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran
2 Clinical Education Research Centre, Shiraz University of Medical Sciences, Shiraz, Iran
3 Department of Epidemiology and Biostatistics, Faculty of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
Abstract
BACKGROUND: One of the most important ways to acquire knowledge in the present age is education
based on new technologies, including mobile learning. The purpose of this study was to investigate
the effect of a multi‑stage mobile training based on Gagne instructional design on learning, retention,
and satisfaction of health volunteers.
MATERIALS AND METHODS: In this interventional study, 112 health volunteers a Health Centre
in Mashhad during 2019–2020 were enrolled. The participants were randomly divided into two
groups: mobile education based on Gagne model (n = 56) and conventional lecture (n = 56).
A researcher‑made questionnaire was completed by the eligible subjects before, after, and 2 months
after the intervention to assess their learning, retention and satisfaction in educational methods.
Face validity, content validity, and reliability of the data collection tool and model fitness indices
were confirmed. Content validity of data collection tools verified by experts and its reliability was
calculated to be 0.78. The collected data were analyzed in SPSS‑25, using descriptive (mean and
standard deviation [SD]) and analytical statistical tests (independent t‑test).
RESULTS: The results showed that 2 days and 2 months after the intervention, learning, and retention
rate was significantly higher in the mobile learning based on Gagne model group in comparison to
conventional lecture group (P < 0.001). Furthermore, the intervention group was generally satisfied
with the mobile training method.
CONCLUSION: Mobile learning based on Gagne model is recommended for improving learning,
retention among health‑care workers
Keywords
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