Humanizing Instructional Videos in Physics: When Less Is More

Schroeder, Nicholas; Traxler, Adrienne L.

doi:10.1007/s10956-016-9677-6

Cited by 33 publications

(24 citation statements)

References 44 publications

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“…Additionally, the presence of a human face has been shown to positively impact student learning through increased comprehension via the opportunity to lip read and apprehend positive social cues (Kizilcec et al 2015). These benefits likely outweigh demonstrated drawbacks, distractions, or the presence of human agency during a lecture video (Schroeder and Traxler 2017). The combination of factors associated with a human pedagogical agent could overtly influence the effectiveness of video lectures versus silent written text or short videos set to music and lacking instructors' facial expressions and voice, regardless of the considerable overlap in content.…”

Section: High-stakes Outcomesmentioning

confidence: 99%

“…However, to re-visit information for studying from a video lecture, students would necessarily have to re-watch the videos leading to unintended deeper processing. While students had control over pacing and replaying of the video, in this Blearner-attenuated system-paced^instruction model (Schroeder and Traxler 2017), students had to make decisions on where to return in the video and undoubtedly watched more than anticipated. We suggest that through these more complete repeated visits to the material in preparation for the final exam, students in the Video Lecture condition better solidified their understanding over students in the other modalities.…”

Section: High-stakes Outcomesmentioning

confidence: 99%

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Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction.In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.

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Section: High-stakes Outcomesmentioning

confidence: 99%

Section: High-stakes Outcomesmentioning

confidence: 99%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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“…Nevertheless, as suggested by de Koning et al ( 2009 ), signaling with added elements can be ineffective. This has been reported in studies in which the groups watching hands signaling the learning elements presented lower achievement scores than the groups that did not watch these extra hands (Castro-Alonso et al, 2015 , 2018 ; Schroeder & Traxler, 2017 ). As predicted by de Koning et al ( 2009 ), when comparing signaling with added elements to signaling without added elements, the latter may be more effective, as it does not add to the number of elements to be processed in working memory.…”

Section: Problem: Materials Does Not Emphasize Essential Informationmentioning

confidence: 58%

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

et al. 2021

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Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students’ learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.

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“…Explanation videos are short videos (usually between 5 and 10 minutes) aimed to explain a particular topic understandably (Findeisen, Horn, & Seifried, 2019;Kulgemeyer, 2019;Wolf & Kratzer, 2015). In recent research, they have alternatively been referred to as educational videos (Brame, 2016), instructional videos (Schroeder & Traxler, 2017), explainer videos (Krämer & Böhrs, 2017), or explanatory videos (Findeisen et al, 2019;Kulgemeyer & Peters, 2016). Pekdag and Le Marechal (2010) analyzed the research literature since 1957 to highlight that chemistry explainer videos can replace written explanations in textbooks (Pekdag & Le Marechal, 2010, 14).…”

Section: Explainer Videosmentioning

confidence: 99%

Misconceptions in Physics Explainer Videos and the Illusion of Understanding: An Experimental Study

Kulgemeyer¹,

J²

2021

Preprint

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Online explanation videos on platforms like YouTube are popular among students and serve as an important resource for both distance learning and regular science education. Despite their immense potential, some of the explainer videos for physics include problematic explanation approaches, possibly fostering misconceptions. However, some of them manage to achieve good ratings on YouTube. A possible reason could be that explainer videos with misconceptions foster an “illusion of understanding”—the mistaken belief that a topic has been understood. In particular, misconceptions close to everyday experiences might elicit greater interest and appear more convincing than scientifically correct explanations. This experimental study was conducted to research this effect. Physics learners (N = 149), with a low prior knowledge enrolled in introductory university courses on primary education, were randomly assigned to experimental and control groups. While the experimental group watched a video introducing the concept of force relying on misconceptions, the control group watched the scientifically correct video. Both videos were comparable in terms of comprehensibility and duration. In the posttest, the experimental group believed that the video was scientifically correct, well-explained, and that they do not require further instruction to understand the concept—indicators of an illusion of understanding. The video including misconceptions was perceived as better understandable than the scientifically correct video (d = 0.62*). The experimental group was significantly more convinced by the misconception after watching the video than the control group (d = 1.86**). They learnt more erroneous knowledge about the misconception than the control group about the scientifically correct concept (Cohen’s q = 0.37*). We argue that this might become problematic (a) in physics instruction because students who have watched a misleading video might regard further teaching in school as irrelevant, and (b) learners might tend to rate videos including misconceptions better on an online platform like YouTube.

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Humanizing Instructional Videos in Physics: When Less Is More

Cited by 33 publications

References 44 publications

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

Misconceptions in Physics Explainer Videos and the Illusion of Understanding: An Experimental Study

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