The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

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dc.contributor.authorBolatli, Gunes
dc.contributor.authorKizil, Hamiyet
dc.date.accessioned2024-03-13T10:30:34Z
dc.date.available2024-03-13T10:30:34Z
dc.date.issued2022
dc.departmentİstanbul Beykent Üniversitesien_US
dc.description.abstractThe widespread use of smartphones has led to the emergence of new mobile learning tools. The aim of this study was to compare traditional methods to mobile learning applications, and their effect on the academic achievement and anxiety levels of students learning genital system anatomy. This research study was a randomized controlled study conducted with students who took anatomy between November and December 2018. The cohort consisted of 63 students who met the sampling criteria. Groups (control = 31, experimental = 32) were randomly selected using a simple number table. The mobile application developed for the experimental group was installed on the students' mobile devices with the extension genitalsystem.apk. The anatomy of the genital system was taught to the control group using the standard curriculum and to the experimental group using the mobile application. After teaching the anatomy of the genital system, the state anxiety levels of the students in the control group were determined to be higher at 45.6 (+/- 8.7) than the experimental group at 40.4 (+/- 8.3) as measured by the 20-80 point STAI scale. The posttest examination average of the control group was 8.9 (+/- 6.9) out of 22 or 40.4 (+/- 6.9)% and the posttest average of the experimental group using mobile application was 14.9 (+/- 5.5) or 67.7 (+/- 5.5)%. State anxiety levels and examination grades showed a highly significant difference in favor of the experimental group. These results indicate that using mobile applications when teaching anatomy may be an effective method to enhance learning and reduce anxiety levels when compared to the traditional teaching methods.en_US
dc.identifier.doi10.1002/ase.2059
dc.identifier.endpage165en_US
dc.identifier.issn1935-9772
dc.identifier.issn1935-9780
dc.identifier.issue1en_US
dc.identifier.pmid33524208en_US
dc.identifier.scopus2-s2.0-85102275732en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage155en_US
dc.identifier.urihttps://doi.org/10.1002/ase.2059
dc.identifier.urihttps://hdl.handle.net/20.500.12662/3435
dc.identifier.volume15en_US
dc.identifier.wosWOS:000626583600001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofAnatomical Sciences Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectgross anatomy educationen_US
dc.subjectnursing educationen_US
dc.subjectmobile learningen_US
dc.subjectanxiety levelen_US
dc.subjectgenital systemen_US
dc.titleThe Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomyen_US
dc.typeArticleen_US

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