Background & aims Educational literature suggests that digital learning material provides opportunities to promote active learning, to present individualized feedback, and to reduce cognitive load. This study investigates the possibilities of digital learning material for academic Human Nutrition education. Methods Educational principles were articulated to guide the design of the materials. The material assists students in obtaining insight into strengths and limitations of common research approaches and the application of various methods often used for evaluating and collating scientific evidence from nutritional and biomedical research. Results The learning material consists of two cases: (1) alcohol intake and heart disease and (2) milk consumption and bone health. Each case contains interactive and visual elements. The cases were evaluated in a B.Sc. and an M.Sc. course (26 and 45 students, respectively). The interactive elements were rated on a five-point scale with a 3.5 (B.Sc.) and 4.2 (M.Sc.) and the visual elements with a 3.9 (B.Sc.) and 4.1 (M.Sc.) (average over two cases). Exam results indicated that 65–88% of the students achieved the learning objectives. Conclusion This study illustrates how educational principles can be used to develop interactive and visual learning material for academic Human Nutrition Education.
|Journal||e-SPEN, the European e-Journal of Clinical Nutrition and Metabolism|
|Publication status||Published - 2008|