Improving Learning Outcomes and Metacognitive Monitoring: Replacing Traditional Textbook Readings with Question-Embedded Videos

Abstract

When students effectively engage with textbooks or videos prior to class, more active and collaborative learning activities can be incorporated into subsequent face-to-face learning. Such pre-lecture assignments are particularly important in flipped classrooms, where a portion of the content is delivered primarily before face-to-face instruction. While a large amount of research has addressed the need to improve active learning during lectures, little work has examined the need to improve out-of-class preparation. Most often, out-of-class preparation consists of videos or assigned textbook readings, but question-embedded videos have also been shown to be effective. When using question-embedded videos, students must pause the video and solve problems as they watch the video, transforming their passive video watching into an active learning experience. Here, we present the results of a randomized control trial study that compares learning behaviors and outcomes between students using content-equivalent resources: organic chemistry textbook readings or question-embedded videos. We found that students who used question-embedded videos for their preparation had significantly higher learning gains and metacognitive monitoring proficiencies than students who used textbook readings. These results indicate that question-embedded videos enforce more productive feedback-driven problem-solving behaviors than textbook readings, which leads to substantial gains in performance and metacognitive monitoring, better preparing students for in-class instruction.

OrgoPrep: A Remote Peer-Led Summer Program Preparing Students for Organic Chemistry

“…This is consistent with prior research, which demonstrates that QEVs facilitate feedback-driven problem-solving behaviors that prepare them for more advanced learning in the webinars. 53,56 The high level of problem-solving achieved in the webinar would have been impossible without the students preparing with QEVs beforehand and practicing problem-solving with the worksheets. In their feedback, students explicitly identified the QEVs as a highlight of the program (ct. 67, 41%), providing further support for their utility in programs like this one.…”

“…Educational videos were designed on the basis of the overall learning outcomes for each lesson. Video scripting and production was done as described in prior studies. − In particular, cognitive load theory and the cognitive theory of multimedia learning were used to ensure that cognitive load was effectively managed. − Embedded questions were used to enforce problem-solving and immediately provide targeted feedback to students as they progressed through the video activity. These QEVs have been shown to encourage effective learning behaviors and produce greater learning gains than text-based resources or videos without embedded questions. − Each video began with a review of general chemistry material (step back) .…”

“…Video scripting and production was done as described in prior studies. − In particular, cognitive load theory and the cognitive theory of multimedia learning were used to ensure that cognitive load was effectively managed. − Embedded questions were used to enforce problem-solving and immediately provide targeted feedback to students as they progressed through the video activity. These QEVs have been shown to encourage effective learning behaviors and produce greater learning gains than text-based resources or videos without embedded questions. − Each video began with a review of general chemistry material (step back) . Then, the video created explicit connections to organic chemistry (translate) by introducing organic chemistry vocabulary alongside foundational chemistry terms and implementing feedback-driven problem-solving.…”

ChemSims: using simulations and screencasts to help students develop particle-level understanding of equilibrium in an online environment before and during COVID

“…By providing scaffolding and questions to focus students on the most germane elements of the simulation and helping them identify the patterns and/or make the connections required to build a conceptual understanding of a concept, we can reduce the cognitive load of the learning. Further, a recent study indicates that videos with embedded questions support learning better than reading from a textbook (Pulukuri and Abrams, 2021).…”

Impact of Online Courses on University Student Visual Attention During the COVID-19 Pandemic

“…The cognitive load theory and the cognitive theory of multimedia learning were proposed as instruction for many researchers in educational video design ( 23 – 25 ). Well-designed online courses influenced and promoted the students’ depth of learning ( 26 ).…”