This presentation discusses how embedding quiz questions in video lectures and quiz questions following video lectures impacts students’ achievement. Students enrolled in an undergraduate physics course viewed instructional video, completed quiz, and filled out a survey. Results and implications of the study will be discussed.
Video is widely used and accepted as a teaching and learning tool in online, flipped, and blended courses. The body of literature addressing the use of video for instructional purposes highlights its positive effects. With the newly developed software faculty can quickly embed questions into a video instantly transforming it from a passive to an interactive learning environment. Given the current simplicity in developing instructional videos with embedded questions, it is important to understand if students learn better in the learning environment where they watch an interactive video with embedded questions, versus learning environment where they watch a passive video followed by questions as viable design options in blended and flipped courses. The literature on interactive videos lacks to examine differences in students’ achievement when quiz questions are presented within a video versus after a video. Theoretical framework of this study builds upon constructivist theories of Vygotsky (1978), Jonassen (1999), Hannafin and Peck (1987). Vygotsky’s (1978) constructivist learning focuses on the idea that knowledge leads to further cognitive development. Jonassen (1999) suggests that learners should be presented with interesting, relevant and meaningful tasks and activities in the constructivist learning environments that will trigger learning and that are relevant but not overly structured. Essential components of Hanaffin-Peck (1987) model for elearning adds to the theoretical framework of the study. According to the model, there are three phases in creating an effective learning environment: assessment, design and development. If the learning environment is designed following these stages it will be beneficial for learners.
The focus of this convergent parallel mixed methods study led to the following research question: how does embedding quiz questions in video lectures compare to quiz questions following video lectures impact students’ achievement as measured by performance on fact, concept, and relationship items in the science classroom? What are students’ attitudes toward the use of video lectures in the science classroom? What are students’ preferences toward using video lectures to learn in the science classroom? The mixed methods question in this study focused on examining how and why quantitative and qualitative data converge. The present study follows a convergent parallel type of mixed methods design. This type of design places equal weight on both quantitative and qualitative data and assumes that both types of data are collected separately but concurrently in one phase and are later merged in the interpretation phase of the study (Creswell and Plano Clark, 2011).
Students were randomly assigned in two groups and both groups followed the same procedure and participated in the same phases in the following order: preparation, pre-survey, watching the video with embedded quiz questions or taking a quiz after watching the video (depending on the group), and post-survey. An independent t-test was used to determine if the means of two data sets differ significantly between quiz scores for students with quiz questions embedded in the video (experimental) and students that took the same quiz post-watching the video (control). There was not a significant difference in the independent samples t-test p < 0.05 between the scores of post-video quiz (M=66, SD=19) and embedded quiz questions (M=71, SD=19); t(108)=1.3, p=2.
Two analyses were conducted on the data gathered from the post-survey. The same set of questions was asked to both groups. The first analysis combines students’ answers on questions regarding the videos and their viewing habit. With regards to course content and design, the results show that for students (N=111) participating in this study, 25% of courses had instructor generated videos, 50% had at least one course that contained external (non-instructor generated) videos, 95% of their courses had online quizzes with 44% having a video followed by a quiz. With regards to students’ reported viewing behaviors, 46% expressed that they multi-task when watching a video including browsing social media cites, and 50% reported skipping portions of instructional videos provided by the instructor. For the second analysis, an independent t-test, was used to determine differences in the means between both groups on post-survey questions. One group was presented with a video followed by quiz questions, and the second group watched an interactive video where they were prompted to answer questions while watching. The video content and quiz questions were the same for both groups.
In regards to video usefulness, there was no significant statistical difference between the embedded quiz questions group and the video without embedded questions. In regards to video being enjoyable to watch, there was no significant statistical difference between the embedded quiz questions group and the video without embedded questions. In regards to video supported learning of content, there was no significant statistical difference between the embedded quiz questions group and the video without embedded questions group.
The quantitative results based on students’ achievement indicate that students performed equally regardless of question positioning. Student rankings quantitatively did not demonstrate a preference toward embedding or not embedding questions in the video; however, the qualitative section offers insights into the students’ opinions. The qualitative data analysis was conducted to further explain the results of the quantitative analysis. All participants answered seven qualitative open-ended questions describing their attitudes and preferences for the use of video in the STEM classroom. A total of 54 students in the control group and 57 participants in the experimental group answered qualitative questions. Researchers followed analytical coding process suggested by Creswell (2007). This coding process involved identifying codes, reducing codes to themes, counting code frequency, relating categories and discussing the data. Qualitative data were coded and three major interrelated themes emerged: attitudes toward the use of videos, preferences toward the use of videos to learn science concepts, and reasons for using videos with embedded quizzes.
Quantitative and qualitative data provide insights into pedagogical use of videos in the STEM classroom. Although there was no statistical significance in achievement between a group that experienced quiz questions embedded in the video and a group that took a quiz after watching physics video, qualitative analysis shows that embedded questions might assist in engaging students with the content. Based on the findings from the study, although embedded quiz questions do not seem to increase performance, they do have other benefits. Videos with embedded quiz questions add interactivity and enhance engagement in the STEM classroom. They also keep students engaged longer and help them retain material better. Based on the findings of the study, the researchers recommend the following strategies and techniques consistent with the major learning theories. If available and when logistically possible, it may be a good idea to use software with video embedded options and to use a Learning Management System that can be integrated with video capturing features. In addition, it is suggested that faculty use chunking as a pedagogical technique to scaffold the new material and to help students remember new material better (Miller, 1956).
Audience will be involved in this presentation by engaging in the discussion and asked to share their experiences with developing, using and integrating videos in their classrooms. Think-pair-share, and brain storming techniques will be used to engage the audience into presentation.
At the end of this session, participants will be able to discuss evidence-based findings regarding development and implementation of instructional videos in the classroom, to understand strategies and recommendations for using interactive videos to enhance students learning experiences and to describe design principles and effective development strategies for instructional videos.