Volume 20, Issue 2 (Summer 2025)
jmed 2025, 20(2): 1218-1238 |
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Hasanvand ُ, Gudarzi E, Hasanvand A. Investigating the Effect of Educational Animation on Learning Motivation and Academic Engagement of Medical Students in the Pharmacology Course at Lorestan University of Medical Sciences. jmed 2025; 20 (2) :1218-1238
URL: http://jmed.ssu.ac.ir/article-1-1565-en.html
URL: http://jmed.ssu.ac.ir/article-1-1565-en.html
Associate Professor, Department of Pharmacology and Toxicology, School of Pharmacy, Lorestan University of Medical Sciences, Khorramabad, Iran , dr.hasanvand@yahoo.com
Abstract: (29 Views)
Introduction: With advances in educational sciences, the use of modern approaches such as blended learning and multimedia tools has gained increasing importance. Video animations, by simplifying complex concepts and enhancing interaction, play a significant role in promoting learners’ motivation and engagement. The present study aimed to investigate the effect of animation on learning motivation and academic engagement among medical students in the pharmacology course.
Method: This quasi-experimental study was conducted on 93 medical students at Lorestan University of Medical Sciences. Teaching was delivered in two ways: the control group received traditional lectures, while the intervention group was taught through a blended method combining lectures with animations. Data were collected using standardized questionnaires on learning motivation and academic engagement. In addition, semi-structured interviews were conducted with 10 students from the intervention group. Data analysis was performed using Stata software with appropriate statistical tests, including analysis of covariance and paired t-tests.
Results: The findings revealed that the mean score of learning motivation was significantly higher in the intervention group compared to the control group (112.10 vs. 91.25). Similarly, academic engagement showed a remarkable increase in the intervention group (79.67 vs. 54.31; p<0.001). Further analysis indicated that animation improved various aspects, including attention, self-efficacy, satisfaction, and overall academic engagement.
Conclusion: The use of animation as an effective multimedia tool in pharmacology education significantly enhances medical students’ learning motivation and academic engagement. These findings support the application of innovative technologies to improve the quality of medical education.
Method: This quasi-experimental study was conducted on 93 medical students at Lorestan University of Medical Sciences. Teaching was delivered in two ways: the control group received traditional lectures, while the intervention group was taught through a blended method combining lectures with animations. Data were collected using standardized questionnaires on learning motivation and academic engagement. In addition, semi-structured interviews were conducted with 10 students from the intervention group. Data analysis was performed using Stata software with appropriate statistical tests, including analysis of covariance and paired t-tests.
Results: The findings revealed that the mean score of learning motivation was significantly higher in the intervention group compared to the control group (112.10 vs. 91.25). Similarly, academic engagement showed a remarkable increase in the intervention group (79.67 vs. 54.31; p<0.001). Further analysis indicated that animation improved various aspects, including attention, self-efficacy, satisfaction, and overall academic engagement.
Conclusion: The use of animation as an effective multimedia tool in pharmacology education significantly enhances medical students’ learning motivation and academic engagement. These findings support the application of innovative technologies to improve the quality of medical education.
Keywords: Animation, Learning, Academic Engagement, Motivation, Medical Students, Medical Education, Pharmacology
Type of Study: Research |
Subject:
Medical Education
Received: 2025/05/19 | Accepted: 2025/09/6 | Published: 2025/09/22
Received: 2025/05/19 | Accepted: 2025/09/6 | Published: 2025/09/22
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