• Peter Iserbyt, Nathalie Charlier, and Liesbet Mols.
• KU Leuven, Physical Activity, Sports & Health Research Centre, Tervuursevest 101, B-3001 Leuven, Belgium. Electronic address: peter.iserbyt@faber.kuleuven.be.
• Resuscitation. 2014 Jun 1;85(6):809-13.

BackgroundIt is often assumed that animations (i.e., videos) will lead to higher learning compared to static media (i.e., pictures) because they provide a more realistic demonstration of the learning task.AimTo investigate whether learning basic life support (BLS) and cardiopulmonary resuscitation (CPR) from video produce higher learning outcomes compared to pictures in reciprocal learning.MethodsA randomized controlled trial. A total of 128 students (mean age: 17 years) constituting eight intact classes from a secondary school learned BLS in reciprocal roles of doer and helper with tablet PCs. Student pairs in each class were randomized over a Picture and a Video group. In the Picture group, students learned BLS by means of pictures combined with written instructions. In the Video group, BLS was learned through videos with on-screen instructions. Informational equivalence was assured since instructions in both groups comprised exactly the same words. BLS assessment occurred unannounced, three weeks following intervention.ResultsAnalysis of variance demonstrated no significant differences in chest compression depths between the Picture group (M=42 mm, 95% CI=40-45) and the Video group (M=39 mm, 95% CI=36-42). In the Picture group significantly higher percentages of chest compressions with correct hand placement were achieved (M=67%, CI=58-77) compared to the Video group (M=53%, CI=43-63), P=.03, η(p)(2)=.03. No other significant differences were found.ConclusionResults do not support the assumption that videos are superior to pictures for learning BLS and CPR in reciprocal learning.Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

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