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The effectiveness of reviews and the role of practice when learning statistics from instructional videos

Dunkel, Paul B. L. (2018) The effectiveness of reviews and the role of practice when learning statistics from instructional videos.

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Abstract:Background: Many students perceive statistics as the most anxiety inducing course in their degree program. Nowadays, statistical practice is closely related to new software-programs such as SPSS which is often taught through video instructions. The design of these instructional videos needs to be adequately optimized and tailored for students learning statistics. Aim: The present article investigates the effectiveness of reviews and the role of practice when learning statistics from instructional videos by making use of the Demonstration-Based Training (DBT) approach. The main goal was to assess whether the inclusion of a review and/or a practice component increases motivation and learning outcome. Method: By means of an online-experiment with 70 students, videos were tested in a universitylevel statistics course. Students were randomly assigned to one of four conditions: a) reviewpractice b) review c) practice d) control. User logs were recorded to measure video engagement. Learning outcome was measured with a multiple-choice knowledge test, an SPSS performance test and an SPSS transfer test. Motivation was assessed with a questionnaire measuring taskrelevance and self-efficacy. Results: The findings suggest that a review alone does neither affect learning outcome nor motivation positively. However, this study found a strong positive effect of the practice component on a subsequent SPSS performance test and motivation in terms of self-efficacy. In addition, an interaction effect between review and practice for increasing self-efficacy could be found. Conclusion: This study sheds more light on how instructional videos should be designed in contemporary classrooms. The contribution of review and practice was critically examined and offers paths for future research in multimedia-based learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/75903
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