Table 2.
List and frequency of reported learning theories (n=42) by modality in digital health professions’ education intervention studies (total reported studies=81).
| Name of theory | Online-offline–based education (n=55), n (%) | Mobile digital education (n=9), n (%) | Digital simulation–based education (n=17), n (%) | Total (N=81), n (%) |
| Problem-based learning | 11 (20) | 1 (11.1) | 5 (29.4) | 17 (21) |
| Social learning theory | 9 (16.3) | 0 (0) | 2 (11.7) | 11 (13.5) |
| Mayer’s cognitive theory of multimedia learning | 4 (7.2) | 3 (33.3) | 3 (17.6) | 10 (12.3) |
| Adult learning theory | 7 (12.7) | 1 (11.1) | 0 (0) | 8 (9.8) |
| Cognitive load | 2 (3.6) | 1 (11.1) | 4 (23.5) | 7 (8.6) |
| Kirkpatrick's framework | 6 (10.9) | 0 (0) | 0 (0) | 6 (7.4) |
| Cognitive theory | 3 (5.4) | 2 (22.2) | 1 (5.8) | 6 (7.4) |
| Constructive theory | 4 (7.2) | 1 (11.1) | 0 (0) | 5 (6.1) |
| Bloom’s taxonomy | 3 (5.4) | 1 (11.1) | 1 (5.8) | 5 (6.1) |
| Collaborative learning | 5 (9) | 0 (0) | 0 (0) | 5 (6.1) |
| Social cognitive theory | 4 (7.2) | 0 (0) | 0 (0) | 4 (4.9) |
| Theory of self-efficacy | 4 (7.2) | 0 (0) | 0 (0) | 4 (4.9) |
| Information processing | 1 (1.8) | 1 (11.1) | 1 (5.8) | 3 (3.7) |
| Health belief model | 3 (5.4) | 0 (0) | 0 (0) | 3 (3.7) |
| Situated learning | 2 (3.6) | 0 (0) | 1 (5.8) | 3 (3.7) |
| Dual coding theory | 1 (1.8) | 2 (22.2) | 0 (0) | 3 (3.7) |
| Kolb's experiential learning | 0 (0) | 0 (0) | 3 (17.6) | 3 (3.7) |
| Innovation diffusion theory | 2 (3.6) | 0 (0) | 0 (0) | 2 (2.4) |
| Cooperative learning | 1 (1.8) | 0 (0) | 1 (5.8) | 2 (2.4) |
| Social constructivism | 0 (0) | 1 (11.1) | 1 (5.8) | 2 (2.4) |
| Theory of reasoned action | 2 (3.6) | 0 (0) | 0 (0) | 2 (2.4) |
| Cognitive dissonance theory | 2 (3.6) | 0 (0) | 0 (0) | 2 (2.4) |
| Cognitive apprenticeship model | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Theory of behavior change | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Cognitive flexibility theory | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Cognitive behavioral therapy theory | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Enquiry-based learning | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Practice-based learning | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Theory of reflective practice | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Bowen's teaching strategy | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Banning's theoretical framework | 0 (0) | 1 (11.1) | 0 (0) | 1 (1.2) |
| Positive psychological theoretical framework | 0 (0) | 0 (0) | 1 (5.8) | 1 (1.2) |
| System approach model | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Persuasive communication model | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Social support theory | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Social marketing theory | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Theory of self-determination | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Wittrock’s generative learning theory | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Elaboration theory | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Taxonomy of significant learning | 0 (0) | 0 (0) | 1 (5.8) | 1 (1.2) |
| ARCS model of motivational designa | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
| Connectivism | 1 (1.8) | 0 (0) | 0 (0) | 1 (1.2) |
aThis model is based on four steps for promoting and sustaining motivation in the learning process: attention, relevance, confidence, and satisfaction.