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Moving Beyond the Wall of Text with Interactive Videos
Tia A. Smith, C.C., C.L.
If you were asked to build a spaceship, would you prefer text-based instuctions, interactive-instuctional videos, or both?
If you were asked to build a spaceship, would you prefer text-based instuctions, interactive-instuctional videos, or both?
Introduction
Introduction
In this brief video, you will learn who, what when, where, why, and how of my pilot project! This video uses many of the entertaining components used in this study!
I hope you find this site as informative, and engaging as planned! Happy learning!
T.A.R Question
T.A.R Question
Overarching T.A.R. Question : What is the relationship between interactive instruction videos and student engagement and academic achievement in an online general education course?
What percentage of students completed at least one (1) ‘blub’ and of those, what percentage persisted to 80% completion?
What relationship exists between interactive instructional videos and student assignment performance in an online environment?
Do students prefer interactive instructional videos more than text-based instructions in an online environment?
Hypothesis #1: Students will prefer interactive-instructional videos over text-based instructions.
Hypothesis #2: Students who utilize interactive-instructional videos will have higher assignment performance than students who chose text-based instruction.
Instruction in Action
Instruction in Action
Watch the actual videos used to create interactive instructional videos!
UNIV-301 & T.A.R.
An Interactive Experience
Welcome Video
Reflection Roadmap
Reading Reflection Instructions
Conversing through Discussion Posts
Discussion Posts Instructions
Just the Beginning
Final ePortfolio Instructions
Analysis & Results
Analysis & Results
Results
Results
Descriptive analyses demonstrated that students who engaged with the interactive instructional videos `in progress` or `completed` had slighly higher average course grades and lower variability in preformance compared to student who did not engage `not started` (M = 93.4%) with the interactive instructional videos.The minimal difference between students who attempted `in progress` (M = 95.7%) but did not complete videos and those who completed `completed` (M = 95.5%) the videos may suggest that initial engagement with the instructional materials was more influential than completing the video. Additionally, as engagement increased, student preformance became more consistent, potentially indicating that engagement with the interactive instructional videos helped stablized academic preformance.
Results
Results
Relationships between instructional video engagement and assignment performance varied across assignment types, though students who completed videos generally demonstrated similar or somewhat higher performance than students who did not begin videos.Lifelong Learner Presentation had the most drastic difference between watching the videos (100) and not watching the video (79.55). In contast, the Discussion Posts video watchers (47.77) were nearly equal with non-watchers (47.13). From this, we conculde the relationship between video engagement and assignment performance may depend on assignment type and instructional context.
Results
Results
Interactive instructional design features—particularly embedded checkpoints—enhance students’ perceived clarity of assignment expectations and support attentional engagement during learning activities.
Discussion / Lessons Learned
Discussion / Lessons Learned
I would say overall, all of this went well. The ups and downs all taught me to be a better researcher and to analysis data better. This was my first research study and learning all of the steps made me even more excited to do it again.
By crafting, executing and analysing a TAR project, I learned how to incorporate learning outcomes and goals into our research to make students lives just a bit easier. And while I know offering both text-based and interactive videos to students is a lot of work, it is worth it for the student's sake!
From here, my research will explore other ways to incorporate technology into education to increase engagement and achievement.
About the Author
About the Author
Hi! I'm Tia and I believe we can better educate with interactive technology and some fun! My specific focus is engagement, which has many debatable definitions. My research explores engagement based on the time, cognitive effort, selection, and persistence a student devotes to an educationally purposeful activity. If students choose to put in the time and cognitive load, and complete the activity, they achieve academic success. Of course, all components must be present (along with a perfect timing, as we all have our days!) for success to occur!
My dissertation focuses on using educational technology to transform educational experiences for students, creating (or modifying) active, eager, autonomous learners.
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