Effects of YouTube Video as Pre-Lecture Preparation

Yim, Sang M; Sturzinger, Eric; Lowrance, Christopher J.

doi:10.18260/1-2--32697

Cited by 5 publications

(6 citation statements)

References 10 publications

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“…Only a few studies have reported that some students have rated YouTube videos as less motivating in classrooms [156]. Some authors could not observe a considerable difference in classroom participation [157]. In another study, the authors reported that YouTube may negatively impact the social interaction in the classroom [158].…”

Section: ) Promoting Interest Motivation and Engagementmentioning

confidence: 99%

YouTube and Education: A Scoping Review

Shoufan

Mohamed

2022

IEEE Access

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YouTube has evolved to a global platform for formal and informal education. In contrast to traditional sources of learning multimedia, YouTube is a social platform with numerous characteristics that make its real value for education not obvious. We neither know how reliable the learning content on YouTube is, what best-practice strategies for using this platform in education are nor how watching YouTube affects students' performance and behavior. To shed light on these questions, we conducted a scoping review of the literature on YouTube and education. A total of 647 publications were included and analyzed thematically. Four research themes could be identified: (1) Content creation and assessment (2) User attitudes and acceptance (3) Usage strategies and behaviors (4) Impact on student learning. The findings of the respective studies were analyzed and compiled theme by theme. The main results of this review are: (1) There is an increasing concern about content quality on YouTube. (2) Despite versatile production and usage strategies, no relationships were established between such strategies and learning.(3) Most studies on the impact of YouTube on student learning reported positive results in the form of enhanced skills, competencies, interest, motivation, engagement levels, or test performance. We conclude that YouTube is a rich, free, easy-to-use, and enjoyable source of learning content. However, the challenges and risks associated with this platform suggest that it is best suitable for guided learning where teachers make or select the content and include it in a well-defined, pedagogy-driven learning context.

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Section: ) Promoting Interest Motivation and Engagementmentioning

confidence: 99%

YouTube and Education: A Scoping Review

Shoufan

Mohamed

2022

IEEE Access

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“…For the previous constructs, the categorization was based on theoretical concepts, but for tactics, we found it more useful to create new groups. First, we made a distinction here between using various resources, such as videos [48,66,103,127,167], books [99,167], and hints [47], and techniques, such as memorization [6,139] and note-taking [70,160]. Furthermore, the category of trying includes tactics related to attempting assignments [48,142], solving many problems [7,42], and retaking quizzes [20,162], often tracked with log-file data.…”

Section: 13mentioning

confidence: 99%

“…In contrast to most of the other behavior levels social interactions [19,66,73,96,141,142,157] and collaboration [63,162] are two frequently mentioned tactics. The help category includes asking questions [99,160] and help seeking behavior [69,95], and the preparation category refers to preparing for lectures [167], tests [160], and classes [70,111,171]. Last, the coding category relates to specific tactics used when programming, such as using auto-complete [154], compilation frequency [45,47,154], debugging, and use of version control systems [170].…”

Section: 13mentioning

confidence: 99%

Study Behavior in Computing Education—A Systematic Literature Review

LoråsMadeleine

SindreGuttorm

TrættebergHallvard

et al. 2021

ACM Trans. Comput. Educ.

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As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

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“…See Table 1 for distribution. Further, some majors were more inclined to suggest SIVs for their courses, Architectural Engineering (7), Construction (13) and Mechanical and Aerospace Engineering (7). At least one respondent from these three majors also indicated that general engineering courses should also include SIVs.…”

Section: Resultsmentioning

confidence: 99%

“…Textbook publishers may provide supplemental video content to complement hard-copy or electronic textbooks [5]. Some streaming platforms like YouTube provide opportunities for educational videos [6] and [7]. These platforms offer instructional videos covering general topic overviews to very specific college coursework.…”

Section: Introductionmentioning

confidence: 99%

Student Post-Pandemic Perceptions of Supplemental Instructional Videos

Mosier,

Ramming,

Adhikari

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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and a licensed as a professional engineer in Construction Engineering with 7 years experience as a structural engineer. Mosier worked 6 years in municipal government public works. Mosier researches infrastructure specifically focused on sustainable infrastructure and its cost. Other research interests include engineering education topics. She has been a member of ASEE since 2015 and is currently serving as Program Chair of the Architectural Engineering Division and is the Construction Division Chair.

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Effects of YouTube Video as Pre-Lecture Preparation

Abstract: is a Network Systems Engineer (FA26A) who has served in various positions across multiple combatant commands. He initially served as a

Cited by 5 publications

References 10 publications

YouTube and Education: A Scoping Review

YouTube and Education: A Scoping Review

Study Behavior in Computing Education—A Systematic Literature Review

Student Post-Pandemic Perceptions of Supplemental Instructional Videos

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