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 ۴۲ 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 ۴۰-item multiple choice pre-posttests. Academic enthusiasm was evaluated using a standard ۱۵-item questionnaire. Results: Participants averaged ۲۰.۲۶ ± ۰.۶۳ years old with a GPA of ۱۶.۴۳ ± ۰.۹۴. The IOLB group demonstrated significantly higher learning gains than the OJPB group (p = ۰.۰۲, z = -۲.۲۰, d = ۳.۴۱). No significant between-group differences emerged in retention (p = ۰.۹۵, t = ۰.۰۵, d = ۰.۰۱۳). For Academic enthusiasm IOLB showed higher behavioral engagement versus OJPB (p = ۰.۰۰۵, t = ۲.۸۷), 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

Keywords:

Interactive lecture , Virtual education , Jigsaw puzzle , COVID-۱۹ , Motivation