The effects of computer-based virtual learning environments on nursing students’ mathematical learning in medication processes

Abstract Computer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication processes. In this study, a CBVLE was designed well-structured instructional activities interleaved practice and feedback. Mathematical scenarios basic arithmetic exercises were integrated into CBVLE. Four conditions used to facilitate extra support learning: (1) without worked examples, (2) examples involving domain-specific knowledge, (3) regular thinking strategies, (4) combined examples. This study conducted 118 enrolled post-secondary education Bachelor’s programmes. Students pre-tested post-tested on their learning. Training improved all from pre-test post-test stages, but no differences found among four different conditions. Nursing students’ prior non-verbal intelligence, number of correct predicted outcomes. When controlling condition 1 benefited more than 3 terms The same accounted low-achieving high-achieving group appeared be unimportant It seems that technology is taken over some capacity working memory, which accounts benefits learners.