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The Effectiveness of Quizzing in Videos and the Mediating Role of Self-Regulation in Primary Schools

Vural, S. (2019) The Effectiveness of Quizzing in Videos and the Mediating Role of Self-Regulation in Primary Schools.

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Abstract:Learning videos became more and more popular in the recent years. Often, videos are used in online learning environments, from primary school until graduate levels. However, as the learning process of viewing pure videos is as passive as learning in traditional classes, students do not profit from it. Therefore, adding questions to these videos can increase students’ performance and learning achievement. Yet, next to considering effective methods and strategies, students’ performance is also dependent on their level of self-regulation. This study investigates how quizzing affects the engagement with learning materials and learning achievements, and the possible mediator role of self-regulation. As individual differences among students in German primary schools can be very large, research in this area is very important. The sample in this study consisted of 41 fourth grade students from two classes. For the intervention, students were randomly divided in two conditions. In the first condition, a video with single-sentence summaries was shown, whereas the video in the second condition (quizzing) had embedded questions. A direct knowledge test and a delayed retention test (after one week) were applied to measure learning achievement. It was found that learning achievement, on both knowledge tests, were significantly better for students in the question condition. No difference was found in time of engagement with the learning material when comparing the two conditions. Therefore, learning videos in primary school would benefit from embedded questions in videos and thus increase the effectiveness of this approach.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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