ABSTRACT
This study aimed to compare the learning motivation of three learning methods as means of teaching Anatomy and Physiology of the Orofacial Myofunctional System of second-year Speech-Language and Hearing Sciences undergraduate students. The study was conducted with 36 students that participated after signing an informed consent form. Each student was randomly allocated to the groups: Group I (GI) – 12 participants using Interactive Method 1 (IM1); Group II (GII) – 12 participants using Interactive Method 2 (IM2); and Group III (GIII) – 12 participants using the Traditional Method (TM). The learning methods were applied during weekly complementary study schedule, following the discipline’s lectures. Upon the conclusion of the learning methods application, the Instructional Materials Motivation Survey questionnaire was administered for evaluating the students’ learning motivation. Data were analyzed using SPSS software version 21. Comparisons between groups were performed using ANOVA followed by Tukey post hoc test. The significance level was set at 5%. The groups differed in all evaluated aspects with the total score (F2,33 = 3691.17 p <0.001). The GII had the highest overall score (GI x GII = p = 0.015; GI x GIII = p = 0.115; GII x GIII = p <0.001). On attention (GII x GIII = p = 0.001) and confidence (GII x GIII = p = 0.003), GII had higher scores than GIII. There was no difference between groups on relevance. For satisfaction, GII had the highest score (GI x GII = p = 0.023; GII x GIII = p <0.001). Therefore, summatively, the 3D computer model was more efficient in enhancing students’ learning motivation.
Keywords:
Speech-Language and Hearing Sciences; Anatomy; Physiology; Computer-assisted Instruction; Motivation
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