Teacher‐created video instruction in the elementary classroom—Its impact on students and teachers

Abstract

Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher‐created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher‐created computer‐based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated‐measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on‐task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher‐created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.

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“…Fifth, SMGE's topical topics in recent years were not found relevant to the emergence of new technology but rather the COVID-19 pandemic. Research contents revolved around improving the quality of online teaching in the context of the pandemic, such as curriculum, [85] assessment, [86,87] teacher professional development, [87,88] improving classroom teaching, [89] teaching and learning strategies, [90,91] cooperative and collaborative learning, [92] mobile learning, [90] human-computer interface. [92] Last, it is noted that this study has several limitations.…”

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