3. HSC 214 – Anatomy Study Virtual Labs via Simulation Software Anatomy & Physiology Revealed 3.0 (APR) Cooperative Learning via Jigsaw (Johnson & Johnson, 1998) Two Interventions

5. Study #2 – Fall 2011 Experimental-control Study: 2 Instructional Technology (APR, Cadaver) X 2 Cooperative Learning (Jigsaw, No Jigsaw) APR + Jigsaw APR + Individual Cadaver + Jigsaw Cadaver + Individual APR Software Cadaver Only Jigsaw Individual

6. Study #2 – Fall 2011 Jigsaw + APR Software

8. Achievement Results Result: Students who participated in the jigsaw activity performed better* than those that didn’t on the 1-week retention quiz . *Wilks's λ=.97, F (1,218) p = .04

9. Results: Achievement Result: Students who studied with APR in lab performed worse on the intial quiz, but the same as cadaver-only on the 1-week retention quiz.

10. Results: Motivation Result: Students who participated in the jigsaw activity had higher motivation* than those who didn’t participate. *F=5.96, P=.01

11. Results: Motivation Result: Students who studied with APR in lab had lower motivation* than cadaver-only students. *F=28.83, P<.001

12. Results: Motivation Result: Results suggest* that the jigsaw activity ameliorated decreases in motivation observed in the APR group. *Jig x APR Interaction, F = 6.57, p = . 01

13. Results: Epistemic Regulation Result: Students who participated in the jigsaw activity had higher epistemic regulation (more focused on learning content)* those who didn’t participate. *Wilks's λ=.95, F (1,213) p < .01