Self‐directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches

Background Advances in technology enable new educational resources geared towards situated learning and leading students to a more active education. Self‐directed learning methodologies used along with simulators may represent a good alternative to traditional teaching methods. The aims of this study were to analyse veterinary students' degree of acceptance of self‐directed learning using the PhysioEx simulator in physiology, and to evaluate self‐directed learning outcomes using different approaches (individual vs. collaborative). Methods The study was carried out over three academic years. Students conducted different activities on the PhysioEx simulator, either in an individual or cooperative mode. Once the activities were finished, students voluntarily participated in an opinion survey regarding self‐directed learning methodology. Finally, an evaluation of learning outcomes was made through Kahoot!. Results Students expressed a high degree of satisfaction with this self‐directed learning method, with the combination of self‐directed learning and gamification being scored the highest. Although students prefer the collaborative method, no differences in learning outcomes were found between the two learning approaches. Conclusion The self‐directed learning method in combination with gamification increased the motivation of students, who obtained suitable learning outcomes regardless of whether an individual or collaborative approach was followed.