Enhancing knowledge retention in it education: an investigation into the impact of improved microlearning course structures and segmentation strategies

Tóm tắt

This study introduced an improved structure for microlearning courses and investigated how the segmentation method within the microlearning system impacts students' ability to retain knowledge. We conducted an experiment before and after the treatment, involving 90 first-year students who were enrolled in an IT course, specifically the Information System Module. The students interacted with course content that was created using Gagné's Nine Events of Instruction. Both before and after the treatment, they were required to answer a set of 3 short-answer questions and 2 essay questions. Utilizing quantitative research methods, we assessed the effectiveness of the proposed microlearning segmentation process throughout an entire semester. We compared the final exam grades (post-test) with those of the mid-term exams (pre-test). The results indicate that students demonstrate the ability for self-directed learning in a self-regulated learning environment when they use the suggested segmentation approach. Furthermore, the findings show that students who followed the course design incorporating this segmentation process exhibited better knowledge retention compared to a traditional learning group. This increase in retention can be attributed to the key factors of intrinsic motivation, specifically perceived choice and perceived value.