Abstract
Abstract: This study investigated the effectiveness of video-based statistics training. An experiment is reported in which conditions were systematically varied for the presence or absence of review videos and practice opportunities. Three main types of dependent measures were recorded: engagement, motivation, and knowledge. Seventy students participated in training and were assessed afterwards. Video play measures revealed nearly complete (94.1%) views for original videos, and lower but still substantial views for the review video (60.5%). The results for time spent on the videos were in line with these findings. There was no effect of condition on these engagement measures. Motivation scores were high for task relevance and self-efficacy. Self-efficacy scores were significantly higher when a review video and/or practice opportunity was available. Practice scores were uniformly high in the two practice conditions. The practice conditions scored significantly better than the no-practice conditions on a procedural knowledge post-test. There was no difference between conditions on a declarative knowledge post-test, nor on a transfer test. The conclusion draws attention to the possibility of improving the effectiveness of existing video-based statistics training by adding a complementary review video and arranging for practice with external feedback.
| Original language | English |
|---|---|
| Article number | 103665 |
| Journal | Computers and Education |
| Volume | 143 |
| Early online date | 21 Aug 2019 |
| DOIs | |
| Publication status | Published - 1 Jan 2020 |
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Keywords
- Demonstration-based-training
- Practice
- Review videos
- Video
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Effects of a review video and practice in video-based statistics training. / van der Meij, Hans; Dunkel, Paul.
In: Computers and Education, Vol. 143, 103665, 01.01.2020.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Effects of a review video and practice in video-based statistics training
AU - van der Meij, Hans
AU - Dunkel, Paul
PY - 2020/1/1
Y1 - 2020/1/1
N2 - Abstract: This study investigated the effectiveness of video-based statistics training. An experiment is reported in which conditions were systematically varied for the presence or absence of review videos and practice opportunities. Three main types of dependent measures were recorded: engagement, motivation, and knowledge. Seventy students participated in training and were assessed afterwards. Video play measures revealed nearly complete (94.1%) views for original videos, and lower but still substantial views for the review video (60.5%). The results for time spent on the videos were in line with these findings. There was no effect of condition on these engagement measures. Motivation scores were high for task relevance and self-efficacy. Self-efficacy scores were significantly higher when a review video and/or practice opportunity was available. Practice scores were uniformly high in the two practice conditions. The practice conditions scored significantly better than the no-practice conditions on a procedural knowledge post-test. There was no difference between conditions on a declarative knowledge post-test, nor on a transfer test. The conclusion draws attention to the possibility of improving the effectiveness of existing video-based statistics training by adding a complementary review video and arranging for practice with external feedback.
AB - Abstract: This study investigated the effectiveness of video-based statistics training. An experiment is reported in which conditions were systematically varied for the presence or absence of review videos and practice opportunities. Three main types of dependent measures were recorded: engagement, motivation, and knowledge. Seventy students participated in training and were assessed afterwards. Video play measures revealed nearly complete (94.1%) views for original videos, and lower but still substantial views for the review video (60.5%). The results for time spent on the videos were in line with these findings. There was no effect of condition on these engagement measures. Motivation scores were high for task relevance and self-efficacy. Self-efficacy scores were significantly higher when a review video and/or practice opportunity was available. Practice scores were uniformly high in the two practice conditions. The practice conditions scored significantly better than the no-practice conditions on a procedural knowledge post-test. There was no difference between conditions on a declarative knowledge post-test, nor on a transfer test. The conclusion draws attention to the possibility of improving the effectiveness of existing video-based statistics training by adding a complementary review video and arranging for practice with external feedback.
KW - Demonstration-based-training
KW - Practice
KW - Review videos
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=85071103476&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2019.103665
DO - 10.1016/j.compedu.2019.103665
M3 - Article
AN - SCOPUS:85071103476
VL - 143
JO - Computers & education
JF - Computers & education
SN - 0360-1315
M1 - 103665
ER -