Herold, J., & Stahovich, T., & Lin, H., & Calfee, R. C. (2011, June), The Effectiveness of “Pencasts” as an Instructional Medium   Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18518

\bibitem{asee_peer_18518}
  Herold, J., \& Stahovich, T., \& Lin, H., \& Calfee, R. C. (2011, June), \emph{The Effectiveness of “Pencasts” as an Instructional Medium }
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18518

James Herold, Thomas Stahovich, Han-lung Lin, and Robert C. Calfee.  "The Effectiveness of “Pencasts” as an Instructional Medium ".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18518 Internet.  04 Oct, 2024

\bibitem{asee_peer_18518}
  James Herold, Thomas Stahovich, Han-lung Lin, and Robert C. Calfee.
  "The Effectiveness of “Pencasts” as an Instructional Medium ".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18518 Internet.  04 Oct, 2024

@INPROCEEDINGS{asee_peer_18518
author = "James Herold, Thomas Stahovich, Han-lung Lin, and Robert C. Calfee"
title = "The Effectiveness of “Pencasts” as an Instructional Medium "
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18518}
number = {10.18260/1-2--18518}
}

TY  - CPAPER
AB  -            The Effectiveness of “Pencasts” as an Instructional MediumA pencast is a type of video presentation in which recorded digital ink and audio are replayed insynchronization. To create a pencast, a special digital “Smartpen” is used to record handwrittencontent with voice narration. For example, an instructor can use a Smartpen to write the solutionto a sample problem while explaining each step. When a student views the resulting pencast, thepen strokes and audio are displayed like a movie, with the explanation synchronized to therendering of the strokes.“Pencasts” are becoming a popular instructional tool, but their educational effectiveness has notbeen formally studied. Thus, we present a research study aimed at comparing the educationaleffectiveness of pencasts to that of traditional instructional media, specifically, printeddocuments. The study involved two sessions and two treatments within each session. Eachsession included a pretest problem, a tutorial, and a posttest problem. In one treatment thetutorial was provided as a pencast, while in the other the tutorial was a traditional printeddocument with content identical to that of the pencast. Within each treatment group, theproblems used for pretest and posttest were alternated to control for order effects. Likewise, thestudents who received the pencast in the first session were given the traditional document in thesecond, and vice versa. The study included about 65 participants and was conducted in thecontext of a ten-week undergraduate Statics course. The problems in the first session concernedwedge friction, while those in the second concerned belt friction. Students completed the pre-and posttests using digital pens, enabling us to record and examine the solution process. We willreport performance gains from pre- to posttest for the different treatment conditions, examiningerror patterns and solution time. We will also report results of a survey of students’ preferencesfor pencasts vs. traditional printed instructional materials.
AU  - James Herold
AU  - Thomas Stahovich
AU  - Han-lung Lin
AU  - Robert C. Calfee
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - The Effectiveness of “Pencasts” as an Instructional Medium 
UR  - https://peer.asee.org/18518
DO  - 10.18260/1-2--18518
ER  -