Peer assessment of student-produced mechanics lab report videos

Douglas, Scott S.; Aiken, John M.; Lin, Shih‐Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

doi:10.1103/physrevphyseducres.13.020126

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…SGV can be applied in a wide range of subjects related empirical study, commonly found in the discipline of pure science, such as physics (Douglas et al, 2017), chemistry (e.g. Jordan et al, 2016), and biology (Pirhonen & Rasi, 2017).…”

Section: Discipline-specific Application Of Sgvmentioning

confidence: 99%

Student-Generated Videos in a Management Information Systems Course - Feasibility, Student Acceptance, and Guidelines for Teachers

2022

Proceedings of the International Conferences On: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology And

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As lessons were forced to switch to online or hybrid mode during COVID-19, educators need to apply tools to foster engagement inside and outside the classroom. Screencasting software enables teachers to evaluate students' learning outcomes in compensation for the lack of face-to-face interactions. This study investigated the use of student-generated videos to replace written reports in an information technology subject involving hands-on skills. The SGV can prevent plagiarism as it requires showing steps with verbal explanations. The multiple benefits of getting students to create their own content using video were supported by pedagogical theories such as multimedia learning theory (Mayer, 1997), VARK model (Fleming, 2001), and dual coding theory (Paivio & Clark, 2006). Furthermore, it can encourage students to practise their presentation skills and gain experience in video editing, which may also be helpful for their future careers. This research aimed to explore the feasibility of applying SGV in an information technology subject, and students' perception towards the assignment format, and provide some guidelines for teachers. This qualitative study involved 39 Hong Kong students. Their opinions were collected in a focus group after the subject had finished. We found that even though making SGV may require more time and effort, the students in the focus group agreed that SGV can better evaluate their understanding of subject knowledge. Based on the empirical findings, guidelines for teachers who want to use SGV in formative assessment were provided.

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Section: Discipline-specific Application Of Sgvmentioning

confidence: 99%

Student-Generated Videos in a Management Information Systems Course - Feasibility, Student Acceptance, and Guidelines for Teachers

2022

Proceedings of the International Conferences On: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology And

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“…Our data was collected in a calculus-based introductory mechanics course in the Fall 2013 semester taught using a flipped model at the Georgia Institute of Technology. At the time of the data collection, the course used the Matter & Interactions curriculum [7] while implementing short video lectures [1,2] in addition to in-class problem solving and novel laboratory activities [8,9]. Students' enrolled in the course spent class time focused on various problem solving activities.…”

Section: Datamentioning

confidence: 99%

“…The presentations were then peer-evaluated and graded [8]. These grades have been shown to serve as a reasonable proxy for expert grades [8][9][10]. Students were allowed to drop one of the laboratory grades and therefore, some students did not participate in all exercises; these entries were graded as zero and were removed from the analysis.…”

Section: Datamentioning

confidence: 99%

Examining the relationship between student performance and video interactions

Solli¹,

Aiken²,

Henderson³

et al. 2019

2018 Physics Education Research Conference Proceedings

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In this work, we attempted to predict student performance on a suite of laboratory assessments using students' interactions with associated instructional videos. The students' performance is measured by a graded presentation for each of four laboratory presentations in an introductory mechanics course. Each lab assessment was associated with between one and three videos of instructional content. Using video clickstream data, we define summary features (number of pauses, seeks) and contextual information (fraction of time played, in-semester order). These features serve as inputs to a logistic regression (LR) model that aims to predict student performance on the laboratory assessments. Our findings show that LR models are unable to predict student performance. Adding contextual information did not change the model performance. We compare our findings to findings from other studies and explore caveats to the null-result such as representation of the features, the possibility of underfitting, and the complexity of the assessment.

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Investigating the landscape of physics laboratory instruction across North America

Holmes

Lewandowski

2020

Phys. Rev. Phys. Educ. Res.

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Peer assessment of student-produced mechanics lab report videos

Cited by 4 publications

References 23 publications

Student-Generated Videos in a Management Information Systems Course - Feasibility, Student Acceptance, and Guidelines for Teachers

Student-Generated Videos in a Management Information Systems Course - Feasibility, Student Acceptance, and Guidelines for Teachers

Examining the relationship between student performance and video interactions

Investigating the landscape of physics laboratory instruction across North America

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