Narrated Animated Solution Videos in a Mastery Setting

Autor/inn/en	Schroeder, Noah; Gladding, Gary; Gutmann, Brianne; Stelzer, Timothy
Titel	Narrated Animated Solution Videos in a Mastery Setting
Quelle	In: Physical Review Special Topics - Physics Education Research, 11 (2015) 1, S.010103-1 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.11.010103
Schlagwörter	Video Technology; Animation; Narration; Teaching Methods; Feedback (Response); Technology Uses in Education; Educational Technology; Science Instruction; Mastery Learning; Physics; Introductory Courses; Comparative Analysis; Experimental Groups; Control Groups; Energy; Concept Formation; Scientific Concepts; Tests; College Science; Pretests Posttests; Illinois + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Einführungskurs; Energie; Concept learning; Begriffsbildung; Examination; Prüfung; Examen
Abstract	Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01