Evaluation of interactive, browser-based graphics for veterinary education

Published: 2 April 2020| Version 1 | DOI: 10.17632/6th5cts43p.1
Klaus Jung


Evaluation study among students of interactive, browser-based graphics for three courses (animal nutrition, food sciences, zoology) in veterinary education. Three tables in one xlsx-file. Evaluation study was performed by questionnaires. Students were asked to rate on an ordinal scale from 1 (strongly disagree) to 5 (strongly agree) following statements • B1: I can imagine that the majority of students will handle easily interactive graphics. • B2: I´d wish to have more interactive graphics in veterinary school. • B3: I can image using this tool because it ́s intuitive. • C4: I was previously familiar with the taught content. • C5: I understood the teaching contents taught by the interactive graphic. • C6: The interactivity of the graphic had a positive impact on my interest about the taught content. • C7: The interactive graphic had no benefit to the course. • D9: Digitalization is a chance to improve academic education. Additionally, students were asked to provide information if and which other digital media they have been using for learning so far (D8).