scholarly journals Interpolated testing and pretesting as interventions to reduce task-unrelated thoughts during a video lecture

2021 ◽  
Author(s):  
Matt Welhaf ◽  
Natalie Phillips ◽  
Bridget Anne Smeekens ◽  
Akira Miyake ◽  
Michael J. Kane
Keyword(s):  
Bayes Factor ◽  
Testing Effect ◽  
Situational Interest ◽  
Small Samples ◽  
Video Lecture ◽  
Lecture Material ◽  
Small Effect Size ◽  
Thought Probes ◽  
Authentic Classroom ◽  
Support Students

Considerable research has examined the prevalence and apparent consequences of task-unrelated thoughts (TUTs) in both laboratory and authentic classroom settings. Few studies, however, have explored methods to reduce TUTs during learning; those few studies tested small samples or used unvalidated TUT assessments. The present experimental study attempted to conceptually replicate previous findings of testing effects and pretesting effects on TUT and learning. In a study of 195 U.S. undergraduates, we investigated whether interpolated testing (compared to interpolated restudy) and pretesting on lecture-relevant materials (compared to pretesting on conceptually related but lecture-irrelevant materials) would reduce TUTs during a video lecture on introductory statistics. Subjects completed either a content-matched or content-mismatched pretest on statistics concepts and then watched a narrated lecture slideshow. During the lecture, half of the sample completed interpolated tests on the lecture material and half completed interpolated restudy of that material. All subjects responded to unpredictably presented thought probes during the video to assess their immediately preceding thoughts, including TUTs. Following the lecture, students reported on their situational interest elicited by the lecture and then completed a comprehensive posttest. Interpolated testing significantly reduced TUT rates during the lecture compared to restudying, conceptually replicating previous findings—but with a small effect size and no supporting Bayes-factor evidence. We found no statistical evidence for either an interpolated testing effect on learning, nor a pretesting effect on TUT rates or learning. Interpolated testing might have limited utility to support students’ attention, but varying effect sizes across studies warrants further work.

The Gamification of Code

2022 ◽  
pp. 838-863
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

Effectiveness of Video Lecture Material as Instructional Tool for a Statistics Class

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
CAMILA L. LIKIT ◽  
RENAN P. LIMJUCO
Keyword(s):  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Instructional Tool ◽  
Video Lecture ◽  
Lecture Material ◽  
Lecture Method ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

The quest for better strategies in teaching is a never-ending process. This scenario is heightened more by the myriad online instructional materials fit for classroom use. The study aimed to determine the effectiveness of video lecture materials for statistics proficiency of first year students of Davao Doctors College.The researchers employed quasi-experimental design that involved purposively chosen 31 students for the control group and 26 students for the experimental group. The control group received traditional instruction while the experimental group utilized video lecture materials as the instructional tool. The questionnaire consisted 50 multiple choice items and established a reliability index of .82. This investigation used t-test analysis to establish the same level of statistics proficiency among the students before the conduct of the study. The study concluded that both learning strategies were effective in teaching students the basic concepts of statistics as indicated by the significant improvement of their pre-test to posttest scores. Although the posttest results of the students who were taught using video lecture materials were higher than those supervised using lecture method, the significance of this difference was never established. Thus, the use of video learning material as an instructional tool in statistics is equally effective with the traditional lecture method. Keywords - Mathematics education, video lecture material, effectiveness, statisticsproficiency, quasi-experimental design, significant difference, t-test, Philippines

scholarly journals Individual Differences in Task-Unrelated Thought in University Classrooms

2020 ◽  
Author(s):  
Michael J. Kane ◽  
Nicholas Carruth ◽  
John Lurquin ◽  
Paul Silvia ◽  
Bridget Anne Smeekens ◽  
...  
Keyword(s):  
Individual Differences ◽  
Mind Wandering ◽  
Situational Interest ◽  
Self Report ◽  
Media Multitasking ◽  
Final Grade ◽  
Multiple Group ◽  
Course Grades ◽  
Thought Probes ◽  
Course Outcomes

This study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N=851) from 10 psychology classes at two U.S. universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT. Students also completed online, academic-self-report questionnaires at the beginning of the course and a situational interest questionnaire at the end. Average TUT rate was 24% but individuals’ rates varied widely (SD=18%). TUT rates also increased substantially from the front to back of the classroom, and modestly from the first to second half of class periods. Multiple-group analyses (with 10 classroom groups) indicated that: (a) classroom media-multitasking habits, initial interest in the course topic, and everyday propensity for mind-wandering and boredom accounted for unique variance in TUT rate (beyond other predictors); (b) TUT rate accounted for unique (modest) variance in course grades and situational interest; and (c) classroom media multitasking and propensity for mind-wandering and boredom had indirect associations with course grades via TUT rate, and these predictor variables, along with initial interest, had indirect associations with end-of-term situational interest via TUT rate. Some academic traits and behaviors predict course outcomes in part because they predict off-task thought during class.

The Gamification of Code

2020 ◽  
pp. 88-113
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

Achieving Testing Effects in an Authentic College Classroom

2021 ◽  
pp. 009862832110156
Author(s):  
Elizabeth Shobe
Keyword(s):  
Classroom Environment ◽  
Test Performance ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Current Method ◽  
Multiple Choice Questions ◽  
Testing Effects ◽  
Authentic Classroom ◽  
Practice Questions ◽  
Effect Literature

Background: Findings from the testing effect literature suggest several ways to achieve testing effects in an authentic classroom, but few consider instructor workload, equity, and resources that determine feasibility and sustainability of testing effect methods in practice. Objective: To determine elements and procedures from the testing effect literature for practical application, devise a method for feasibly and sustainably implementing testing effect methods in practice, and determine if a simple way to incorporate retrieval practice into an existing introduction to psychology course was sufficient to observe testing effects. Method: Quiz scores of Introductory Psychology sections with and without retrieval practice were compared. Sections with retrieval practice also compared the effects of repeated and new questions on quiz performance. Results: Students with retrieval practice performed significantly better on quizzes than those without. Repeated and new retrieval practice were equally superior. Conclusion: Retrieval practices can successfully be implemented, feasibly and sustainably, in an authentic classroom environment. Retrieval practice questions can be related to delayed practice questions, rather than exact repeats, to achieve a testing effect. Teaching Implications: Distributing low stakes multiple-choice questions throughout lectures is effective for increasing test performance. The current method was neither burdensome to workload, content, or resources.

scholarly journals Individual differences in task-unrelated thought in university classrooms

2021 ◽  
Author(s):  
Michael J. Kane ◽  
Nicholas P. Carruth ◽  
John H. Lurquin ◽  
Paul J. Silvia ◽  
Bridget A. Smeekens ◽  
...  
Keyword(s):  
Individual Differences ◽  
Mind Wandering ◽  
Situational Interest ◽  
Self Report ◽  
Media Multitasking ◽  
Final Grade ◽  
Multiple Group ◽  
Course Grades ◽  
Thought Probes ◽  
Course Outcomes

AbstractThis study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N = 851) from ten psychology classes at two US universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT. Students also completed online, academic-self-report questionnaires at the beginning of the course and a situational interest questionnaire at the end. Average TUT rate was 24% but individuals’ rates varied widely (SD = 18%). TUT rates also increased substantially from the front to back of the classroom, and modestly from the first to second half of class periods. Multiple-group analyses (with ten classroom groups) indicated that: (a) classroom media-multitasking habits, initial interest in the course topic, and everyday propensity for mind-wandering and boredom accounted for unique variance in TUT rate (beyond other predictors); (b) TUT rate accounted for unique (modest) variance in course grades and situational interest; and (c) classroom media multitasking and propensity for mind-wandering and boredom had indirect associations with course grades via TUT rate, and these predictor variables, along with initial interest, had indirect associations with end-of-term situational interest via TUT rate. Some academic traits and behaviors predict course outcomes in part because they predict off-task thought during class.

scholarly journals Investigating the use of a lecture capture system within pharmacy education: Lessons from an undergraduate pharmacy program at Qatar University

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Farhat Naz Hussain ◽  
Reem Al-Mannai ◽  
Mohammad Issam Diab ◽  
Abdelali Agouni
Keyword(s):  
Teaching Styles ◽  
Pharmacy Education ◽  
Lecture Capture ◽  
Fall Semester ◽  
Learning And Teaching ◽  
Video Lecture ◽  
Attitudes And Perceptions ◽  
Support Students ◽  
Junior Students ◽  
Academic Year

Abstract Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through this system introduced at our institution nearly a decade ago. We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. We observed that junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year (Fall semester). Analysis of 18 courses which occurred 48 times over the three academic years studied, showed that 21 course occurrences had an average number of views per lecture equal to or higher than the number of students enrolled in the course, indicating that only 44% of courses had on average, at least, one student viewing each lecture recording. Of particular note, year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). This pattern of lecture recording viewing was further underscored by longitudinally following-up the class of 2020 (24 students) over three academic years. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, we propose to implement professional development sessions for faculty to showcase the advantages of the lecture capture system and maximize the benefits from its availability. Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system.

scholarly journals Investigating the use of a Lecture Capture System within Pharmacy Education: Lessons from an Internationally Accredited Undergraduate Pharmacy Program

2020 ◽  
Author(s):  
Farhat Naz Hussain ◽  
Reem Al-Mannai ◽  
Mohammad Issam Diab ◽  
Abdelali Agouni
Keyword(s):  
Teaching Styles ◽  
Pharmacy Education ◽  
Future Directions ◽  
Lecture Capture ◽  
Learning And Teaching ◽  
Video Lecture ◽  
Attitudes And Perceptions ◽  
Support Students ◽  
Junior Students ◽  
Academic Year

Introduction: Video lecture capture has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through the Echo360 system introduced at our institution nearly a decade ago. Methods: We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. Results: Junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year. Year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). Longitudinal data was also gathered for the Class of 2020 over three academic years. Conclusion/future directions: Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, professional development sessions for students and faculty can be implemented to display the advantages of the lecture capture system and maximize the benefits from its availability. This study has now been published.

scholarly journals Testing Effect on High-Level Cognitive Skills

2020 ◽  
Vol 19 (3) ◽  
pp. ar39
Author(s):  
Jamie L. Jensen ◽  
Mark A. McDaniel ◽  
Tyler A. Kummer ◽  
Patricia D. D. M. Godoy ◽  
Bryn St. Clair
Keyword(s):  
Content Knowledge ◽  
Cognitive Skills ◽  
Testing Effect ◽  
Robust Learning ◽  
Low Level ◽  
Learning Technique ◽  
High Level ◽  
Authentic Classroom

This authentic classroom application of the testing effect, a robust learning technique, demonstrates that the testing effect applies to high-level items; does not extend to increased low-level content knowledge; and potentially indicates a three-part mechanism, including content, skill, and the ability to make the connection.

scholarly journals Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses

2021 ◽  
Vol 12 ◽  
Author(s):  
Jesse L. M. Wilkins ◽  
Brett D. Jones ◽  
Lee Rakes
Keyword(s):  
Teaching Strategies ◽  
Motivational Climate ◽  
Situational Interest ◽  
Academic Major ◽  
Major Type ◽  
Mathematics Courses ◽  
Class Level ◽  
Modeling Techniques ◽  
Math Class ◽  
Support Students

The primary purpose of this study was to examine whether students’ motivation-related perceptions of mathematics courses were related to their ratings of instruction while controlling for their academic major, type of math class, and expected grade in the class. We investigated these relationships at both the student- and class-level because little is known about whether students’ motivation-related perceptions vary across mathematics courses and whether this variance is related to overall class ratings of instruction. The sample included 795 students nested within 43 different mathematics course sections. Students provided their course perceptions of autonomy, utility value, expectancies for success, situational interest, instructor caring, expected grade, and their overall perceptions of the course and instructor. Multilevel modeling techniques were used to investigate potential student- and class-level effects as well as compositional effects. Students’ class perceptions varied significantly across mathematics courses. In addition, students’ motivation-related course perceptions were positively related to their instructor and course ratings at both the student-level and class-level; however, the strength of these relationships sometimes varied across courses for some of the motivation-related perceptions. These results suggest that the motivational climate (i.e., the psychological environment) can affect students’ instructor and course ratings. Moreover, these findings suggest that instructors have some control over their instructor and course ratings through the teaching strategies that they implement. For example, they may be able to increase their ratings by implementing teaching strategies that support students’ autonomy, goals, success, interests, and relationships.

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