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Multimedia resources, such as instructional videos, are currently enjoying a certain popularity in the training programs for medical and dental students. The major challenge is to create such resources with quality content that is approved by students. In order to answer this challenge, it is imperative to find out which features of instructional videos are considered to be necessary and useful by students, thus being able to excite them, to hold their attention, and to stimulate them in learning with pleasure. Aim: We investigated the opinions of a sample of 551 students from four medical universities in Romania, in order to identify the students' preferred characteristics in instructional videos, both globally and comparatively on genders and age groups and also according to their general preferences for using internet services. Material and methods: We used univariate (hypothesis testing) and multivariate (two-step clustering) data analysis techniques and revealed three clusters of students, primarily determined by their perceptions of the visual appearance of the instructional videos. Results: The structure of the clusters by gender and age group was relatively similar, but we recorded differences associated with the students' expressed preferences for certain internet services compared to others. The first identified cluster (35.4% of the cases) contains students who prefer instructional videos to contain images used only for aesthetic purposes and to fill the gaps; they use internet services mainly for communication. The second cluster of students (34.8%) prefers videos designed as practical lessons, using explanatory drawings and diagrams drawn at the same time as the explanations; they also use internet services mainly for communication. The last cluster of students (29.8%) prefer videos designed as PowerPoint presentations, with animated pictures, diagrams, and drawings; they are slightly younger than the others and use internet services mainly for information and communication, but also for domestic facilities. Conclusions: The students' preferences for certain features of instructional videos depend not only on gender and age but are also related to their developmental background and general opinions about modern technologies. [ABSTRACT FROM AUTHOR]

The success of blended learning programmes, based on digital tools, depends on several factors that significantly influence students' performance, of which demographics (gender and age group) are the most common. Other factors play an important role too. Among these, we focused on the students' general attitude towards the digital environment and the importance they attach to it in their daily activities. We investigated a sample of five hundred fifty-one students from four Medical Universities in Romania, mostly females (76.2%), from years 1 and 2 of study (63.7%) and aged between 18 and 20 years (53.9%), and we recorded their general opinion about the effectiveness of four types of teaching tools and the intensity of using Internet services in their daily activities. We conducted univariate (hypothesis testing) and multivariate (two-step clustering) analyses of the recorded responses, and we found that the students' general behaviour as the users of Internet services significantly influences their choices for certain teaching tools over others. Students who prefer classic oral presentations and PowerPoint presentations are predominantly females, aged between 18 and 20, who use Internet services mainly for communication. Students who prefer educational videos are also mainly females, evenly distributed by age groups; they enjoy using multimedia resources during learning and use Internet services for communication, information or entertainment. Students who prefer the use of online documentary sources are evenly distributed by gender and are over 20 years of age; they also enjoy using multimedia resources during learning and use Internet services mainly for communication and information. The obtained results show that, to optimally combine the teaching tools used in blended learning, it is useful to assess in advance the attitude towards the digital environment of the students to whom it is addressed. [ABSTRACT FROM AUTHOR]