Note Taking in Multi-Media Settings

• Autores: Kelly Black, Guangming Yao
• Localización: Primus: problems, resources, and issues in mathematics undergraduate studies, ISSN 1051-1970, Vol. 24, Nº. 5, 2014, págs. 421-441
• Idioma: inglés
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• Resumen

  • We provide a preliminary exploration into the use of note taking when combined with video examples. Student volunteers were divided into three groups and asked to perform two problems. The first problem was explored in a classroom setting and the other problem was a novel problem. The students were asked to complete the two questions. Furthermore, the students were randomly assigned to three groups and given a set of handouts. One group did not watch the video. One group watched the video but did not take notes. The final group watched the video and took notes. We then used a coarse scoring system to provide a rough estimate of the students� performance on the two questions. We made use of the students� test scores prior to the exercise as a way to provide a covariate to compensate for student aptitude in this subject. We found that the group of students solving the first, familiar problem demonstrated no statistical difference in their performance. There was a statistical difference between the groups who watched the video and did not watch the video for the novel problem, but there was not a statistical difference between students who did not take notes while watching the video.