Amanda L Molder, Brittany Anderton, Emily Howell, Sarah Goodwin, Shannon Behrman, Marina Ellefson
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引用次数: 0
Abstract
In this era of information abundance and digital connectivity, educational videos are a transformative and widely used resource in STEM higher education. Much of what is known about the effective use of educational videos comes from analyzing videos used for content delivery and the impacts on knowledge gains or behavioral engagement with videos. Less is known about how videos may impact students' affective learning experiences, feelings, and attitudes or how to effectively use videos in science education beyond just as a content-delivery tool. This study explored the impact of three distinct video styles: a whiteboard animation, a recorded discovery lecture by one of the discoverers, and a documentary short film featuring both discoverers in conversation on student outcomes in a large-enrollment undergraduate biology class. Students were randomized to watch one of these three formats, all covering the same scientific content (i.e., the Meselson and Stahl experiment), followed by a post-video survey. The documentary film, "The Most Beautiful Experiment," which integrated interpersonal storytelling and informal dialog, had the most significant impact on outcomes related to affective learning, including science identity, attitudes about biology, speaker relatability, and emotional engagement. No significant differences in knowledge gains were observed across video styles. This study highlights the potential of personalized and embodied video formats to enrich STEM education and warrants further research into their broader applications.
在这个信息丰富和数字连接的时代,教育视频是STEM高等教育中广泛使用的变革性资源。我们对有效使用教育视频的了解大多来自于分析用于内容传递的视频以及视频对知识获取或行为参与的影响。对于视频如何影响学生的情感学习体验、感受和态度,以及如何在科学教育中有效地使用视频,而不仅仅是作为内容传递工具,人们知之甚少。本研究探讨了三种不同视频风格的影响:白板动画,其中一个发现者的发现讲座记录,以及一个记录两个发现者在一个大型本科生生物课上对学生成果的对话的纪录片短片。学生们被随机分配观看这三种格式中的一种,它们都涵盖了相同的科学内容(即Meselson和Stahl实验),然后是视频后的调查。纪录片《最美的实验》(The Most Beautiful Experiment)整合了人际叙事和非正式对话,对情感学习的结果产生了最显著的影响,包括科学认同、对生物学的态度、说话者的相关性和情感投入。不同视频风格在知识获取方面没有显著差异。这项研究强调了个性化和具体化视频格式丰富STEM教育的潜力,值得进一步研究其更广泛的应用。