Quantifying Effectiveness of Three Unique Video Lecture Formats in a Large First-Year Engineering Chemistry Course
2019 ASEE Annual Conference & Exposition Proceedings
This study evaluated the impact of different video formats in a blended learning classroom based on video production value, student preference and student performance on a pre and post-test as a method of assessment. Participants in the study consisted of 197 first year engineering students enrolled in a chemistry course at the University of Toronto. Single topic videos, multi-camera lecture captures, and standard wide shot (single camera) lecture captures were compared using five-point
... five-point Likert-scale surveys in order to evaluate student preference and determine if there was an improvement in performance following the video intervention. Performance was assessed by means of a pre and post-test evaluation. A control group of students watched a video unrelated to the content of the pre and post-test. The post-test improvement of the single topic group was significant compared to both the control group (p<0.0001) and to the single camera group (p<0.05). Students also demonstrated a higher preference for the single topic video with 90% of the single topic treatment group agreeing or strongly agreeing they would use the single topic video format again when studying for their final exam. In the multi-camera and single camera treatment groups only 42% and 60% of students, respectively, agreed or strongly agreed to the same statement. A significant difference was not observed for both student preference and student performance on the pre and post-test between the multi-camera and single camera treatment groups.