Susan Wilhelm
UNMC College of Nursing, USA
Title: Use of Multi-taction I-Wall to Enhance Multi-Sensory Learning
Biography
Biography: Susan Wilhelm
Abstract
Introduction: Engaging millennial students who have learned in a digital environment is a current challenge. Multi-taction I-Walls are emerging as an ultimate touch technology that may help facilitate a complete multi-sensory and collaborative solution for these digital learners. This collaboration can be implemented in multiple locations as will be discussed in this example. Using a multi-sensory approach to engage the student in active learning requires knowledge and availability of technology, technology support, and faculty development time.
Background: Critical components of multi-sensory learning include: 1) make it real-time, 2) visualize in one place, 3) connect learners and technology, 4) showcase rich media, and 5) implement use of touch screens across multiple loctions. In addition, the more modalities provided in the learning experience, the higher the retention rate of knowledge acquisition. Students are engaged using visual, auditory, and tactile (haptic) strategies with the multi-taction I-Wall. According to Therrell and Dunneback (2015), a top preferred active learning strategy is hands-on, interactive, and experiential and top preferred engagement strategy is making real-world connections. Through the use of the mulit-taction I-Wall, the students will have an interactive, real-time learning experience that utilizes current practice, up-to-date resources and real-world examples.
Purpose: The purpose of this research was to determine the effect of using multi-sensory learning technologies on retention of knowledge of a pediatric diabetic ketoacidosis case study simulation.
Methods: Nursing students from two campuses will complete a 5 item pre-test prior to the immersive multi-sensory learning experience. The pre-test scores will be compared with a similar post-test after participating in a collaborative interactive multi-taction I-Wall simulated learning experience related to a pediatric diabetic keto-acidosis simulation. This experience will meet the core components of visual, audio and haptic learning.
Results: We hypothesize that students will improve the score on the post-test after participating in the innovative simulated learning experience cross-campuses. We also anticipate that the students will report a high level of satisfaction with the learning experience.
Implications: Use of multi-sensory learning technologies can enhance knowledge retention and increase engagement of millennial learners.