Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Abstract

Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

Improving Students Learning Outcomes in Blended Learning Through the Use of Animated Video

“…On the other hand, video animation also has several disadvantages, namely the large cost of production, requires a relatively long time from making, editing, until the video is useful, requires skill and creativity to package material and design animation. This is in line with the opinion expressed by Butcher (in Lubrick et al, 2019). He concluded that the diagram shown should not be more complicated than needed to communicate basic concepts.…”

“…One of the media that can be used in blended learning is animated video learning. Mayer (in Lubrick, Zhou, & Zhang, 2019) argues that individuals learn better through words and pictures compared to learning through pictures alone. It is clear that the animated video presents both words and pictures or diagrams.…”

“…In Lubrick et al, 2019). In addition, Widiyasanti & Ayriza (2018) also concluded from their research that learning motivation and character of student responsibility can be improved through learning by using video animation.…”

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

“…Another way how virtual lecturers can interact with dynamic visualizations is by creating them live during the lecture. Drawing information live instead of relating to already finalized and displayed information increases learners’ comprehension of the material (Lubrick et al 2019 ; Fiorella et al 2019 ). Viewing a lecturer that dynamically generates relevant information establishes a kind of social partnership between the learner and the instructor which, in turn, fosters generative processing of the material (Fiorella and Mayer 2016 ).…”

Student-led development of a lightboard to enhance future student learning

“…However, there is some encouraging evidence that the lightboard technology has potential to provide positive student experiences, consistent with evaluations from fields outside of engineering, 17 and prior studies have shown that lightboard-based videos are not likely to increase the cognitive load on students. 15 Finally, executing the development of this technology through a student-led capstone project places students in a unique position to positively impact the learning experiences of future students.…”