Embedded Questions and Targeted Feedback Transform Passive Educational Videos into Effective Active Learning Tools

• Daniela Torres ^[1] ; Surya Pulukuri ^[1] ; Binyomin Abrams ^[1]
  1. [1] Boston University

     Boston University

     City of Boston, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 7, 2022, págs. 2738-2742
• Idioma: inglés
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• Resumen

  • Question-embedded videos (QEVs) are learning tools that require students to solve problems and receive immediate targeted feedback while progressing through the video. As an effective learning modality, QEVs may be deployed for the preclass preparation phase of flipped classrooms. As flipped classrooms become more popular in STEM courses, effective out-of-class preparation is essential to maximize student learning. While previous studies have compared learning gains from textbooks and QEVs, this study compares two different types of videos: traditional (narrative) videos and question-embedded videos. Traditional assignments such as narrative videos primarily consist of content delivery, whereas question-embedded videos integrate active problem-solving and are an effective tool in increasing student engagement. This communication discusses separate studies comparing learning gains from narrative videos and question-embedded videos for problem-solving in two STEM disciplines: organic chemistry and introductory physics. Students learning from question-embedded videos significantly outperformed students learning from narrative videos. These results suggest that assigning passive narrative videos is not sufficient to yield maximum learning gains for students; rather, assigning out-of-class work with QEVs leads to substantially greater learning gains because of enforced active problem-solving paired with immediate feedback.