Comparing Student-Centered Teaching Methods in Virtual Education: Interactive Lectures vs. Jigsaw Puzzles

Aims: This study compared two innovative teaching methods for surgical technology education in the virtual environment: interactive online lecture-based (IOLB) versus online jigsaw puzzle-based (OJPB) instruction. Methods: A quasi-experimental pre-post single group design was utilized with 42 undergraduate surgical technology students at the Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught by IOLB and OJPB methods. Learning and retention were assessed using 40-item multiple choice pre-posttests. Academic enthusiasm was evaluated using a standard 15-item questionnaire. Results: Participants averaged 20.26 ± 0.63 years old with a GPA of 16.43 ± 0.94. The IOLB group demonstrated significantly higher learning gains than the OJPB group (p = 0.02, z = -2.20, d = 3.41). No significant between-group differences emerged in retention (p = 0.95, t = 0.05, d = 0.013). For Academic enthusiasm IOLB showed higher behavioral engagement versus OJPB (p = 0.005, t = 2.87), but no other differences. Conclusion: Interactive online lectures led to superior learning outcomes, supporting transitioning traditional techniques online with interactivity. However, virtual jigsaw puzzles showed weaker educational effects, potentially due to coordination challenges

Comparing Student-Centered Teaching Methods in Virtual Education: Interactive Lectures vs. Jigsaw Puzzles Keywords:

Interactive lecture , Virtual education , Jigsaw puzzle , COVID-19 , Motivation