Quantifying Effectiveness of Three Unique Video Lecture Formats in a Large First-Year Engineering Chemistry Course

Marguerite Anne Tuer-Sipos; Stephen Manion; Yasaman Delaviz; Scott D. Ramsay

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Materials Division Technical Session 1
Tagged Division: Materials
Page Count: 12
DOI: 10.18260/1-2--33220
Permanent URL: https://peer.asee.org/33220
Download Count: 465

Paper Authors

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Marguerite Anne Tuer-Sipos University of Toronto

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Marguerite Tuer-Sipos is a fourth year University of Toronto Materials Science and Engineering student currently pursuing her major thesis project in Engineering Education. Marguerite's supervisor for the thesis project is Scott Ramsay, Associate Professor in the Materials Science & Engineering department at the University of Toronto.

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Stephen Manion University of Toronto

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I am an undergraduate student in my final year of Materials Science & Engineering at the University of Toronto. Together with Marguerite Tuer-Sipos and Professor Scott Ramsey I worked on our study regarding "Quantifying Effectiveness of Three Unique Video Lecture Formats in a Large First Year Engineering Chemistry Course" for my thesis project. Although this is my foray into Engineering Education, it was eased by the excellent efforts and support of my partner and our supervisor, for which I am very grateful.

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Yasaman Delaviz University of Toronto orcid.org/0000-0003-4858-6584

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Dr. Yasaman Delaviz received her PhD in Biomedical Engineering and her BASc in Materials Engineering from the University of Toronto. She has taught numerous undergraduate-level courses at the University of Toronto and OCAD University. She is also experienced in course and curriculum development, and is currently working as a curriculum developer at Seneca College.

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Scott D. Ramsay University of Toronto

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Scott Ramsay is an Associate Professor, Teaching Stream in the department of Materials Science and Engineering at the University of Toronto, in Toronto, Canada, and a registered professional engineer in Ontario. Scott earned his PhD in Materials Science and Engineering from the University of Toronto. Scott's current primary academic interests are in improving the quality of undergraduate engineering education through the use of various reusable learning objects. Scott has taught extensively in Material Science, teaching courses ranging from introductory materials science to thermodynamics, diffusion, materials selection, manufacturing, biomaterials, and building science.

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Abstract

This study will compare three different supplementary video lecture formats, multi-camera recordings of in-person lectures, single camera recordings of in-person lectures, and short-topic videos. Previous studies have demonstrated the value of these types of reusable learning objects (RLOs) as educational resources [1][2]. Prior research from MIT and from the University of Toronto has compared the effectiveness of different formats of RLO video lectures, however these studies have not specifically quantified the differences between the multi-camera, single camera and short topic videos [3][4]. The proposed study will directly compare the effectiveness of these videos using a unique approach, wherein the formats will be ranked in terms of student performance, student engagement and student preference. Approximately 550 students in a first year chemistry course at the University of Toronto will be divided into four groups. Three treatment groups will watch one of the three differently formatted RLO video lectures – all covering the same content – while a fourth control group will not watch any of the videos. Students will be administered a pre and post-test, related to the video content, to determine how their performance changes depending on the format through which they received the information. While watching the video, the students will be filmed. This footage will be reviewed to quantitatively assess student engagement. A questionnaire will be delivered at the end of the post-test to determine student attitude toward their assigned video format. Additionally, to better understand student attitude toward each of the different video formats, focus groups of 10 students will be run for each of the formats. The research goal is to discover if any particular RLO video format is a more effective learning resource in order to better focus future teaching efforts. Ethics approval has been submitted and is currently pending approval from the Research Ethics Board at the University of Toronto.

References: [1] S. Ramsay, I. Dutil, V. Prakash and J. Nogami, "Introduction of Reusable Learning Objects in a First Year Materials Science and Engineering Course," in 122nd ASEE Annual Conference and Exposition, Seattle, 2015. [2] N. Halyo and Q. Le, "Use of Video Technology to Improve Student Learning," in 120th ASEE Annual Conference and Exposition, Atlanta, 2013. [3] S. Ramsay and Y. Delaviz, "STUDENT USAGE OF HIGHER PRODUCTION VALUE MULTI-CAMERA LECTURE RECORDINGS IN A FIRST-YEAR ENGINEERING CHEMISTRY CLASS," in 2018 Canadian Engineering Education Association Conf., 2018. [4] P. Guo, J. Kim and R. Rubin, "How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos," in First ACM Conference on Learning @ Scale, Atlanta, 2014.

Citation
Format

Tuer-Sipos, M. A., & Manion, S., & Delaviz, Y., & Ramsay, S. D. (2019, June), Quantifying Effectiveness of Three Unique Video Lecture Formats in a Large First-Year Engineering Chemistry Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33220

TY - CPAPER
AB - This study will compare three different supplementary video lecture formats, multi-camera recordings of in-person lectures, single camera recordings of in-person lectures, and short-topic videos. Previous studies have demonstrated the value of these types of reusable learning objects (RLOs) as educational resources [1][2]. Prior research from MIT and from the University of Toronto has compared the effectiveness of different formats of RLO video lectures, however these studies have not specifically quantified the differences between the multi-camera, single camera and short topic videos [3][4]. The proposed study will directly compare the effectiveness of these videos using a unique approach, wherein the formats will be ranked in terms of student performance, student engagement and student preference. Approximately 550 students in a first year chemistry course at the University of Toronto will be divided into four groups. Three treatment groups will watch one of the three differently formatted RLO video lectures – all covering the same content – while a fourth control group will not watch any of the videos. Students will be administered a pre and post-test, related to the video content, to determine how their performance changes depending on the format through which they received the information. While watching the video, the students will be filmed. This footage will be reviewed to quantitatively assess student engagement. A questionnaire will be delivered at the end of the post-test to determine student attitude toward their assigned video format. Additionally, to better understand student attitude toward each of the different video formats, focus groups of 10 students will be run for each of the formats. The research goal is to discover if any particular RLO video format is a more effective learning resource in order to better focus future teaching efforts. Ethics approval has been submitted and is currently pending approval from the Research Ethics Board at the University of Toronto.

References:
[1] S. Ramsay, I. Dutil, V. Prakash and J. Nogami, &quot;Introduction of Reusable Learning Objects in a First Year Materials Science and Engineering Course,&quot; in 122nd ASEE Annual Conference and Exposition, Seattle, 2015.
[2] N. Halyo and Q. Le, &quot;Use of Video Technology to Improve Student Learning,&quot; in 120th ASEE Annual Conference and Exposition, Atlanta, 2013.
[3] S. Ramsay and Y. Delaviz, &quot;STUDENT USAGE OF HIGHER PRODUCTION VALUE MULTI-CAMERA LECTURE RECORDINGS IN A FIRST-YEAR ENGINEERING CHEMISTRY CLASS,&quot; in 2018 Canadian Engineering Education Association Conf., 2018.
[4] P. Guo, J. Kim and R. Rubin, &quot;How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos,&quot; in First ACM Conference on Learning @ Scale, Atlanta, 2014.

AU - Marguerite Anne Tuer-Sipos
AU - Stephen Manion
AU - Yasaman Delaviz
AU - Scott D. Ramsay
CY - Tampa, Florida
DA - 2019/06/15
PB - ASEE Conferences
TI - Quantifying Effectiveness of Three Unique Video Lecture Formats in a Large First-Year Engineering Chemistry Course
UR - https://peer.asee.org/33220
DO - 10.18260/1-2--33220
ER -