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Embedded questions in text and video-based lectures

Schmitz, MSc W.H.G (2020) Embedded questions in text and video-based lectures.

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Abstract:Digitalization of our world has been a forward march for years now. Within education it is important to prepare students for current and future technologies. As digitalization creates multiple new opportunities to digitalize teaching and learning. Due to COVID-19, educational institutes are forced to implement digital transformation within teaching rapidly. Classic teaching methods are digitalized into digital lectures. Biggest challenge with digital lecture is to prevent passive learning as this is one of the risk shown using digital lectures. Embedded questions stimulate active processing and potentially lower the risk of passive learning. Due to the lack of research and knowledge on this topic, educators do not know what is the most efficient way of setting up digital lecture. In this study the answer on the following question is being researched: “What is the effect of embedded questions on engagement, technology acceptance and learning? A total of 161 Bachelor students of the school of Human Movements and Sports were included in this study. In this study, an experimental study with three conditions was conducted. Students were randomly assigned to condition embedded questions with feedback, condition embedded questions, or condition control group. Students in all groups received a segmented video lecture that accompanied reading materials. Only the videos in the experimental conditions contained embedded questions. The data showed that participants in the experimental groups with and without feedback spent significantly more time on the digital lecture than the control group. The scores for technology acceptance (i.e., usefulness, ease of use and satisfaction) were uniformly positive for all three conditions. No significant difference in scores between conditions was found on the knowledge post-test. The conclusion of this research is that embedded questions, both with and without feedback, lead to a rise in engagement of the student. However, no positive effect on learning results is reported. To accentuate the complexity alternative causes for these effects are discussed in the thesis but further research on the topic is needed to clarify the unexpected findings. However, this study has contributed to a new line of research about embedded questions text and in videos-based lectures.
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/82825
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