Table 3 Study behaviour (presented as the hours per week spent studying) across previous courses (average of 4 preceding courses) and the Circulation & Respiration-course for students using the app (control, n = 125) or app+feedback (intervention, n = 131). Study behaviour was presented for students after being divided into non-users (NU), moderate users (MU) and intensive users (IU) of the app. A 3-way ANOVA was performed to examine whether the time spent studying differed between the Circulation&Respiration-course versus previous courses (‘Course’), but also if adding feedback altered study behaviour across the 4-weeks (‘Course*Feedback*Time-interaction)
Study hrs/wk. non-users | Students | 4-wk course | 3-way ANOVA | |||
|---|---|---|---|---|---|---|
Week 1 | Week 2 | Week 3 | Week 4 | |||
Control (previous courses) | 27 | 22 ± 11 | 23 ± 11 | 24 ± 13 | 35 ± 11 | Course: P = 0.55 |
Control (Circ-Resp) | 27 | 21 ± 11 | 23 ± 12 | 24 ± 13 | 35 ± 12 | Feedback: P = 0.09 |
Intervention (previous courses) | 42 | 24 ± 9 | 26 ± 10 | 28 ± 10 | 39 ± 11 | Course*Feedback: P = 0.42 |
Intervention (Circ-Resp) | 42 | 24 ± 12 | 28 ± 12 | 30 ± 11 | 40 ± 13 | Course*Feedback*Time: P = 0.70 |
Study hrs/wk. moderate users | ||||||
Control (previous courses) | 47 | 25 ± 9 | 27 ± 10 | 31 ± 9 | 38 ± 10 | Course: P = 0.006 |
Control (Circ-Resp) | 47 | 25 ± 10 | 27 ± 10 | 32 ± 11 | 41 ± 10 | Feedback: P = 0.34 |
Intervention (previous courses) | 40 | 22 ± 11 | 25 ± 11 | 28 ± 12 | 37 ± 12 | Course*Feedback: P = 0.65 |
Intervention (Circ-Resp) | 40 | 22 ± 11 | 25 ± 12 | 30 ± 13 | 40 ± 12 | Course*Feedback*Time: P = 0.92 |
Study hrs/wk. intensive users | ||||||
Control (previous courses) | 57 | 31 ± 9 | 33 ± 9 | 35 ± 9 | 39 ± 11 | Course: P < 0.001 |
Control (Circ-Resp) | 57 | 32 ± 8 | 34 ± 8 | 36 ± 8 | 42 ± 10 | Feedback: P = 0.04 |
Intervention (previous courses) | 43 | 26 ± 9 | 28 ± 10 | 30 ± 10 | 36 ± 11 | Course*Feedback: P = 0.01 |
Intervention (Circ-Resp) | 43 | 29 ± 9 | 31 ± 11 | 35 ± 12 | 39 ± 11 | Course*Feedback*Time: P = 0.13 |