Correlations Between Master Adaptive Learners’ Characteristics and Anatomy Performance in an Active and Gamebased Anatomy Learning

Vollständiger Abstract

Worum geht es in dieser Arbeit?

Master Adaptive Learners (MALs) can adjust their learning strategies to overcome challenges, a key trait for success in complex subjects like anatomy. This study explored the correlation between MAL characteristics—curiosity, motivation, growth mindset, and resilience—and anatomy performance in an active, game-based learning environment. A cross-sectional study was conducted among 246 first-year medical students at Hasanuddin University in 2022. The anatomy course used blended, active learning, and game-based learning methods. MAL traits were measured using validated Indonesian language instruments: the Curiosity and Exploration Inventory-II, Academic Motivation Scale short form, Growth Mindset Scale, and Connor-Davidson Resilience Scale. Anatomy performance was assessed through a comprehensive final exam. Non-parametric Spearman’s rank correlation was applied due to non-normal data distribution. Students achieved a high average score (mean = 76.7, standard deviation (SD) = 16.2). Most MAL traits showed no significant correlation with performance: curiosity, motivation, and resilience (p > 0.05). However, growth mindset demonstrated a weak but significant positive correlation (r = 0.26, p < 0.001). In conclusion, while active learning may support student success regardless of MAL traits, the growth mindset was modestly linked to better performance. Curriculum strategies that cultivate a growth mindset may enhance learning outcomes in anatomy education.