PP205 - Video vs. Text-Based Instruction for Learning Hearing Aid Fitting Procedures

Abstract:
This study compares graduate student perceptions of video-based versus text-based materials related to learning how to fit hearing aids and counsel hearing aid patients. Through the Instructional Materials Motivation Survey (IMMS; Keller, 2010), this research assesses students’ confidence, attention, satisfaction, and perceived relevance of each instructional format. Findings will inform audiology educators on how these methods impact student motivation, ultimately guiding the development of instructional materials that better support students’ preparedness for clinical practice. This session offers insights into optimizing instructional methods to enhance learning outcomes and meet diverse student needs in audiology education

Summary:
Incorporating video-based instruction into healthcare education has proven to be a valuable addition to traditional text-based methods, creating flexible and engaging learning experiences for students (Kelly et al., 2009). This study explores the effectiveness of video-based versus text-based instruction specifically for teaching hearing aid fitting and counseling procedures within the audiology curriculum. While much of the existing research highlights the benefits of video resources for patient education, few studies address the use of video-based instruction for training students. By focusing on this gap, our study aims to identify which instructional format best supports audiology students in developing their skills, motivation, and clinical preparedness.

Using a cross-sectional survey design, we assess student motivation through the Instructional Materials Motivation Survey (IMMS; Keller, 2010), which evaluates four key areas: confidence, attention, satisfaction, and relevance. Audiology students currently enrolled in hearing aid coursework are randomly assigned to receive either text-based instructions with supporting images or a video that demonstrates each step of a hearing aid fitting. Following their engagement with the materials, participants complete the IMMS to reflect on how the format they used influenced their motivation and learning experience. Data collection is ongoing and expected to be completed by February 1, 2025. The analysis will compare the responses from each group to determine whether video-based or text-based instruction offers a greater boost to students’ confidence and engagement. The findings will provide insights into students’ preferences and contribute to audiology education by highlighting teaching strategies that strengthen clinical skills. Additionally, understanding how different instructional formats affect motivation can help guide the development of educational resources that are both engaging and effective in preparing students for real-world practice.