Enhancing the interactivity and effectiveness of learning from online videos

Ellissavet Papageorgiou, Jacqueline Wong, Annoesjka Cabo

Videos are one of the most common instructional delivery methods in blended and online learning environments. In PRIME, students are provided with several videos in their courses to watch and learn at their own time and pace. One type of video, also known as context videos, presents mathematical concepts in engineering contexts. The goal of the context videos is twofold: 1) to increase engineering students' motivation in math courses, and 2) to support the transfer of mathematics to engineering. However, processing content from videos can be challenging because information presented in videos is transient, and hence, relevant information can be easily overlooked. Therefore, students are required to be effectively engaged when learning from videos (e.g., able to pay attention to the relevant information, review information when necessary as a function of self-monitoring, and use learning strategies to retain the new information). In this project, we will examine the effect of a number of scaffolds on student engagement when learning from videos.

Objective and expected outcomes

The aim of the study is to examine student engagement when learning from context videos.

We expect that students who watch the videos with higher level of video interactivity (e.g., branching using H5P, branching and embedded questions) will be more engaged than students with lower level of video interactivity. We will first use a qualitative approach by setting up a student panel and interviewing students to investigate how students engage with context videos in their courses. The information gathered in the interviews will be used to develop new context videos.

Results and learnings

The study will be conducted in between December 2021 and June 2022.

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