Using a Three-Problem Framework to Understand How Nursing College Students Learn to Design Healthcare Animations

Abstract

This study implemented a three-problem instructional framework to investigate the learning performance of nursing college students in healthcare animation design. Each genre of problem represents a distinct narrative animation design skill to acquire, including abstract design, actual design, and deconstruction design skills. A total of 34 nursing college students from northern Taiwan were recruited as participants. All participants sequentially engaged in the learning tasks presented by the three problems, with each problem unit spanning five weeks. Assessment took place at the end of each problem unit, utilizing a self-developed 5-point scoring rubric to analyze students' performance and variances across the three animation design problems. Preliminary findings revealed that students exhibited comparatively lower learning performance in abstract design and deconstruction design problems while excelling in actual design problems. Additionally, further analysis suggested no significant correlations between students' performance in abstract design and deconstruction design, shedding light on future pedagogical design approaches.