Videos have become a popular way to engage students with material prior to a class, yet this is an unexplored area of research. There is support for the use of videos where instructors tutor students, but few studies have been conducted in a classroom. In this study, we used a randomized crossover design to compare the impact of two types of instructor-generated videos on university students in a large-enrollment physiology course. We compared videos featuring only an instructor with videos featuring an instructor tutoring a student. We found that students preferred, enjoyed, and valued the Instructor Only videos significantly more than the Instructor-Tutee videos. Additionally, below-average students performed significantly better on physiology quizzes after watching Instructor Only videos compared with Instructor-Tutee videos. Above average students performed equivalently on physiology quizzes after watching Instructor Only or Instructor-Tutee videos. This study applies cognitive science to a classroom practice.
|Original language||English (US)|
|Journal||CEUR Workshop Proceedings|
|State||Published - Jan 1 2018|
|Event||2018 Practitioner and Industrial Track at ICLS, RIPI-ICLS 2018 - London, United Kingdom|
Duration: Jun 26 2018 → Jun 27 2018
ASJC Scopus subject areas
- Computer Science(all)