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The influence of retention and compensatory embedded questions on the effectiveness of video lectures

Szöllősi, Eszter (2019) The influence of retention and compensatory embedded questions on the effectiveness of video lectures.

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Abstract:The growing popularity of MOOCs and flipped classrooms increases the need for, and importance of video lectures. A way to make such lectures more effective is to include Embedded Questions (EQs). Although the effectiveness of EQs in video lectures on the knowledge gain is proven, there is a lack of research about what type of EQs are the most effective for increasing learning. This study aims to find an answer to the question What is the effect of retention and compensatory EQs on knowledge gain and video engagement? Retention questions draw attention to information that is already mentioned in the lecture. Compensatory questions invite students to find an answer to issues for which the lecture offers incomplete information. In general, knowledge gain happened by watching the video since the post-test score was higher than the pre-test score. The participants of this research scored high on video engagement as well, which might be explained by the inclusion of EQs. Contrary to the expectations, there was no significant difference found between the retention and compensatory questions when it comes to knowledge gain and video engagement. A number of possible explanations for the findings are presented in this paper as well.
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/79607
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