Failure to replicate using dialogue videos in learning: Lessons learned from an authentic course

Lu Ding, Joshua Adams, Michelle Stephens, Sara Brownell, Michelene Chi

Research output: Contribution to journalConference article

Abstract

Previous laboratory studies have found that students learned significantly more from dialogue videos compared to monologue videos. However, these studies were conducted in laboratory conditions, which do not adequately reflect the characteristics of an authentic course environment. Therefore, we replicated the study in an actual blended biology course to test if the benefits of dialogue videos still remain. Contrary to laboratory studies, no significant difference was found in students’ learning between the two groups. We then posited that the integrated content, chose of tutees, and students’ preference to monologue videos may have caused the discrepancies in the findings. Relevant evidence was provided to support our hypotheses. Implications and limitations were also discussed.

Original languageEnglish (US)
Pages (from-to)953-956
Number of pages4
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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