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The effect of in-video quiz questions on engagement, motivation, retention and comprehension

Muzhdeka, Dijana (2018) The effect of in-video quiz questions on engagement, motivation, retention and comprehension.

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Embargo date:15 August 2068
Abstract:This research investigated the effect of in-video quiz questions on engagement, motivation, retention and comprehension. 61 students from the University of Twente took part in the research. Participants watched a video divided in three segments, with the following conditions at the end of each video: control condition with segmentation only, experimental condition with low-level questions, and a second experimental condition with high-level questions. Data was gathered from the in-video quizzes, a motivation questionnaire, posttest, and user logs. It was expected that the high-level questions condition will demonstrate best results on the post-test, and show increased engagement, motivation, comprehension and retention. A quantitative data analysis using statistical methods was applied. No statistically significant difference was found on engagement. A statistically significant difference among the control and the low-level questions condition, in favor of the control condition on self-efficacy was found. Contrary to the expectations, the results showed that there was no statistical difference among the conditions on the post-test. However, the low-level questions condition scored significantly lower on the high-level posttest questions. The findings suggest that low-level in-video quiz questions may hamper self-efficacy and comprehension.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/76521
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