New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Despite the commonplace usage of video resources for engineering instruction, our understanding of precisely how students use such videos to support their problem solving and learning is incomplete. Researchers generally find that both students and faculty like using instructional videos (provided that they are ‘well constructed’), especially in the format of so-called ‘worked examples’ in which an expert records a problem solution for learner consumption. Cognitive load theory (CLT) has successfully affirmed instructional worked-example interventions as more effective and efficient than problem solving in novice-phase skill acquisition. However, most worked-example studies look at pre/post performance on problem solving in which the worked-example is the intervention, rather than studying student use of the worked-example itself in great detail. This study begins to address that gap in our understanding. In this laboratory-based research, we studied problem-solving processes of a group of 13 sophomore students enrolled in a dynamics course. In the experiment, students were presented a dynamics problem to be solved, plus a video described as ‘potentially useful’ to them and selected to cover concepts also used in the problem they were asked to solve. Real-time data about their problem solving process and use of the video was captured via Livescribe notebook (in which they wrote their solution) and Mirametrix eye-gaze capture system (which captured their interactions with the video). Pre- and post-surveys about student attitudes about technology, perceptions of task difficulty (via the NASA-TLX survey), and academic transcript information are also included in the data set. Experimental videos and transcripts were coded for themes, and data about both task efficiency and task performance were extracted from the experimental evidence. Taken together, the results suggest that student usage of video resources can be broadly described by several archetypes, although in this study successful problem solution was possible regardless of archetype. These results will continue to inform academic coaching of students in our classes about optimal use of video resources.
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