The Effect of Education Provided to Nursing Students With 3D Animation on Course Interest, Motivation and Attitude

Path Followed in the Study:

Week 1: Separation of Branches randomly Week 1: Experimental and Control Group Pretest Week 6: Final Test after the last training

Data collection tools used in the study:

• Introductory information form: It consists of questions regarding the demographic characteristics of the students.
• Instructional Material Motivation Scale (IMMS) The Instructional Material Motivation Scale (IMMS), developed by Keller (2010) and adapted into Turkish by Dinçer et al. (2016), was developed to measure the effect of teaching materials on students' motivation. The original language of the scale is English. In Keller's original IMMS scale, some of the items were designed as positive and some as negative. Accordingly, items 3, 7, 12, 15, 19, 22, 26, 29, 31 and 34 of the scale (10 items in total) are negative; Other items are positive. IMMS scale is a Likert-type scale consisting of 36 items. Each item on the scale will be scored by students from 1 (Not True) to 5 (Very True). Accordingly, the lowest score on the scale is 36 and the highest score is 180. In the reliability analysis, the reliability coefficient (Cronbach Alpha value) was found to be 0.92.
• Course Interest Scale: Student interest; Course Interest Scale, which was developed to evaluate its relationship with variables such as learning motivation, effective learning, and class participation level, is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). The study was adapted by Akın et al. (2015) ( "1" I totally disagree, "2" I disagree, "3" I am undecided, "4" I agree, "5" I totally agree). There are no reverse coded items in the scale. The highest and lowest scores that can be obtained from the scale are 45 and 9, respectively, for the affective interest sub-dimension; 35 and 7 for the cognitive interest sub-dimension. As a result of the analyses, a two-dimensional structure was obtained with factor loadings ranging between .73 and .90. The affective interest sub-dimension of the scale consists of 9 items and the cognitive interest sub-dimension consists of 7 items. Cronbach's alpha internal consistency reliability coefficients of the scale were found to be .95 for the affective interest sub-dimension and .88 for the cognitive interest sub-dimension.
• Attitude Scale towards Learning (ASTL): The scale developed by Çetin et al. was developed to determine the attitudes of students. As a result of all validity and reliability analyses, ASTL includes a total of 34 items. Of these scale items, 25 are positive and 9 are negative. The scale, which is graded in a five-point Likert style, is "Totally Agree", "To a Great extent", "Partly Agree", "I Disagree", "Totally Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. The 9 negative items in the scale are reverse scored. The Cronbach Alpha internal consistency coefficient of the scale was found to be 0.94 for the overall scale.

In the analysis of data; percentile distribution, chi-square, Fisher- Exact test, t-test in independent groups, paired samples t Test were used.

Inclusion criteria

2nd year nursing student 18 years and over Voluntarily

Exclusion criteria

Students who are not required to attend the course are not included.