Abstract
Introduction Video animations are increasingly available in education but without
systematic evaluation. This review aimed to collate trials of animations versus other
delivery, in student or qualified healthcare practitioners.
Methods Included
studies had the following features: controlled design with random or quasi-random
allocation; student or qualified healthcare practitioners; comparing video animation
with another format (e.g. textbook, lecture, static images); animation delivered instead
of, or in addition to, another format. The primary outcome was knowledge; secondary
outcomes were attitudes and cognitions, and behaviours. Multiple databases were searched
from 1996-October 2022 using a defined strategy. We also undertook citation searching.
Dual, independent decision-making was used for inclusion assessment, data extraction,
and quality appraisal. Included studies were appraised using the Cochrane ROB2 tool.
Findings were reported using narrative synthesis.
Results We included 13 studies:
11 recruited student practitioners, two recruited qualified practitioners, total
n = 1068. Studies evaluated cartoon animations or 2D/3D animations. Knowledge was
assessed in ten studies, showing greater knowledge from animations in eight studies.
Attitudes and cognitions were assessed in five studies; animations resulted in positive
outcomes in three studies, no difference in one study, and worse outcomes in one study.
Behaviours were assessed in three studies, animations producing positive outcomes in two
studies and there was no difference in one study. Overall risk of bias was ‘high’ in ten
studies and ‘some concerns’ in three.
Cited by
10 articles.
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