The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses.

Abstract

The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.