The Effectiveness of Computer-Assisted Instruction in Teaching Biomechanics of the Temporomandibular Joint

By Boucher, Brenda; Hunter, Diana et al. | Journal of Physical Therapy Education, Fall 1999 | Go to article overview

The Effectiveness of Computer-Assisted Instruction in Teaching Biomechanics of the Temporomandibular Joint


Boucher, Brenda, Hunter, Diana, Henry, Jason, Journal of Physical Therapy Education


ABSTRACT: The purpose of this study was to determine the effectiveness of computer-assisted instruction (CAI) to teach the anatomy, biomechanics, and pathomechanics of the temporomandibular joint (TMJ). Sixty-six first- and second-year physical therapist students at Southwest Texas State University participated. None of the subjects had received instruction on the TMJ prior to this study. A two-group pretestposttest experimental design was used. Each group consisted of IS first-year students and IS second-year students. The control group was taught the TM>information by traditional lecture format using still pictures via overhead transparencies for visual illustration. The experimental group was taught the TMJ information using traditional lecture format and CAI with dynamic graphics capabilities. Two faculty members presented the same lecture to both groups, with visual representation of the material being the only variation. Each student completed a pretest consisting of 25 multiple-choice questions pertaining to TMJ anatomy, biomechanics, and dysfunction. Immediately following instruction, each student completed a posttest, identical to the pretest except for random ordering of the questions. A univariate analysis of covariance (ANCOVA), with pretest scores as the covariate and posttest scores as the dependent variable, was performed for the student groups. Posttest scores were not significantly different between students taught by lecture and those taught by lecture using CAI, regardless of level of education. However, posttest scores were significantly different between first- and second-year students, regardless of method of instruction. Findings implied that second-year students were better prepared to understand the information being taught. The results of this study showed the use of the traditional lecture method and lecture supported with CAI to be equally effective in teaching information related to the TMJ.

INTRODUCTION

Recent advances in instructional technology provide educators with a range of exciting and versatile teaching tools. Today's microcomputer programs are capable of demonstrating intricate patterns of movement that can readily enhance a student's ability to visualize complex concepts. Because of this, computerassisted instruction (CAI) is gaining popularity as an effective and efficient method of teaching in a wide range of health-related education programs. 1-5 The effectiveness of CAI use is debatable, however, because published utilization studies have yielded inconsistent results. Inasmuch as researchers have found inconsistent findings regarding the effectiveness of CAI, many advantages are linked to its use.

Benefits associated with CAI include the ability to provide individualized instruction,6-io immediate feedback,4,6-9,11-14 selfpaced learning,4,8 17 freedom of faculty time,3,6,11,18 instructional accessibility,6,10,11 and experience with developing problem-solving skills.6,7,11,13,,19 A particularly effective component of CAI is the ability to incorporate graphics to illustrate visual concepts.5,6,13,20,24

The capability of using still pictures and moving graphics to portray concepts and demonstrate movement patterns is thought to be one of the more valuable components of CA122 and is believed to enhance student learning.25,26 Visual concepts, which may otherwise be difficult to present, can be more effectively conveyed using pictures, diagrams, and moving graphics.1,5,24,26 Graphicsenhanced CAI is especially useful to teach subjects such as anatomy and biomechanics because of the visual and dynamic nature of the subject matter.22

Faculty members in physical therapist education often encounter the challenge of using verbal descriptions, supplemented with static musculoskeletal models and diagrams in textbooks, to facilitate understanding of dynamic human movement. Computer-assisted instruction, enhanced with graphics, can demonstrate movement in a realistic fashion, thereby complementing traditional methods of instruction.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Effectiveness of Computer-Assisted Instruction in Teaching Biomechanics of the Temporomandibular Joint
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.