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

Swenson, Matthew; Spence, T. L.; Smentkowski, Brian

doi:10.1177/03064190211026229

Cited by 4 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Three studies (Fiorella & Mayer, 2016, Experiments 1 & 2; Fiorella et al, 2019, Experiment 1) reported that instructors' drawing on a whiteboard while explaining or demonstrating a science topic led to higher retention or transfer scores than showing already-drawn visuals. Moreover, in one study (Swenson et al, 2021), most students favored hand-written content rather than pre-written content. Signaling, temporal contiguity, and segmenting principles of multimedia learning explain why observing instructor drawing can be better for learning (Fiorella & Mayer, 2016).…”

Section: Generative Activitiesmentioning

confidence: 96%

A scoping review of the literature on embodied instructional videos

Alemdağ¹

2022

RPTEL

View full text Add to dashboard Cite

Although it is prevalent to use embodied modes of information (e.g., instructors’ movements and gestures) in instructional videos, there is a lack of comprehensive review elucidating how this type of information is designed and investigated in research studies. This scoping review of the literature examined 55 empirical research articles with 71 separate studies regarding embodied instructional videos to reveal their characteristics and design factors and provide key findings regarding their effects. The results revealed that most videos included slides for the lecture and demonstration of science subjects. The following design factors were determined in embodied instructional videos: instructor demeanor, instructor visual presence, generative activities, learner characteristics, content, instructional media, and scene. The findings regarding their influence on learning supported existing embodiment principles. They also uncovered the contributing or moderating effect of instructors’ deictic gestures, facial expressions, and intimate behaviors, students’ prior knowledge and actions during learning, and the complexity of the video subject. Overall, this review provides helpful information for practitioners based on empirical evidence and indicates research gaps in the literature on embodied instructional videos.

show abstract

Section: Generative Activitiesmentioning

confidence: 96%

A scoping review of the literature on embodied instructional videos

Alemdağ¹

2022

RPTEL

View full text Add to dashboard Cite

show abstract

“…Pal et al, 2020). Seeing the teacher's face and handwriting the information generates greater receptivity in the students (Swenson et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical impact during the pandemic of a virtual classroom with lightboard

Luna

Marulanda

2022

reveia

View full text Add to dashboard Cite

This paper analyzes the influence of a virtual classroom with a lightboard on the pedagogical impact generated in students of two synchronous engineering courses taught during the Covid 19 pandemic. A technology acceptance model analyzed the influence of the virtual classroom with lightboard, the central core of analysis being the students' learning satisfaction. The results show that the ease of receiving the lectures for students, the teacher's chosen methodology, and the support material positively influence the student's learning process. The lightboard supports all these influence factors, being a helpful tool for teachers. Also, in virtual lectures, it is relevant that the student has a good Internet connection, stable power supply, and other elements that allow him/her to participate in all synchronous lectures and develop asynchronous activities.

show abstract

Enhancing self‐regulated learning in engineering education with lightboard videos as a support tool

Sola‐Guirado,

Comino,

Castro‐Triguero

2024

Comp Applic In Engineering

View full text Add to dashboard Cite

BackgroundFor engineering students, a lack of motivation and continuous study are common issues that lie in low academic performance. Active teaching with audio‐visual systems, on the one hand, and self‐regulated learning methodologies, on the other, have shown to have a high potential in these aspects.PurposeAssessing a proposal based on a self‐assessment and integrating it into a traditional teaching process to improve student engagement and performance.Design/MethodWhen once explanation of a thematic block was complete, we set a series of exercises encompassing key concepts for students to solve at home within a limited time. Students then had to upload their solutions to an e‐Learning platform and subsequently received dynamic videos, created using a lightboard studio, showing solutions to the exercises to assess their level of learning through self‐evaluation.ResultsThe activity was highly valued by the students. They were more motivated in their studies than the control group, which is reflected in increased participation in the course and in the number of students who sat for the exams. However, according to the metrics of the videos and their responses to the questionnaires, students did not fully utilise the available resources. This is likely due to the extrinsic motivation facilitated or failure to treat the self‐assessments as exam simulations. This resulted in academic performance that is very similar to that of the control group.ConclusionsThe results obtained demonstrate the usefulness of the teaching proposal for the purpose of this work, although it requires some improvements.

show abstract

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

Cited by 4 publications

References 10 publications

A scoping review of the literature on embodied instructional videos

A scoping review of the literature on embodied instructional videos

Pedagogical impact during the pandemic of a virtual classroom with lightboard

Enhancing self‐regulated learning in engineering education with lightboard videos as a support tool

Contact Info

Product

Resources

About