Connecting Explanations to Representations: Benefits of Highlighting Techniques in Tutorial Videos on Students' Learning in Organic Chemistry

Autor/inn/en	Rodemer, Marc; Eckhard, Julia; Graulich, Nicole; Bernholt, Sascha
Titel	Connecting Explanations to Representations: Benefits of Highlighting Techniques in Tutorial Videos on Students' Learning in Organic Chemistry
Quelle	In: International Journal of Science Education, 43 (2021) 17, S.2707-2728 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodemer, Marc) ORCID (Eckhard, Julia) ORCID (Graulich, Nicole) ORCID (Bernholt, Sascha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1985743
Schlagwörter	Science Instruction; Organic Chemistry; Video Technology; Scientific Concepts; Concept Formation; Technology Uses in Education; Undergraduate Students; College Science; Instructional Effectiveness; Student Attitudes; Interaction; Knowledge Level; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; Concept learning; Begriffsbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Schülerverhalten; Interaktion; Wissensbasis; Ausland; Deutschland
Abstract	Research in science education agrees that one of the key challenges of learners in the discipline is certainly connecting domain-specific representations to the underlying concepts. One way of supporting students to make applicable connections is using purposefully designed highlighting techniques in multimedia instructions. In order to examine the influence of different highlighting techniques on learning, 171 chemistry undergraduate students were provided with tutorial videos either with static, dynamic or without highlighting. The results show that students viewing tutorial videos with dynamic highlighting gave more sophisticated answers in direct retention tasks. Furthermore, results indicate that low prior knowledge is compensated by both static and dynamic highlighting techniques. This finding is supported by causal mediation analysis, which indicates that the effect of prior knowledge is moderated by the different highlighting techniques. Besides student learning outcomes, students' evaluation of the different tutorial videos shows significant benefits of the highlighted instructions in terms of perceiving higher comprehensibility. The results support the use of appropriate highlighting techniques in instructional formats to foster a stronger link between conceptual knowledge and representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01