Making Educational Videos More Engaging and Enjoyable for All Ages: An Exploratory Study on the Influence of Embedded Questions

Autor/inn/en	Zolkwer, Morgan B.; Hidalgo, Rafael; Singer, Bryan F.
Titel	Making Educational Videos More Engaging and Enjoyable for All Ages: An Exploratory Study on the Influence of Embedded Questions
Quelle	In: International Journal of Lifelong Education, 42 (2023) 3, S.283-297 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zolkwer, Morgan B.) ORCID (Hidalgo, Rafael) ORCID (Singer, Bryan F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2023.2196449
Schlagwörter	Film Production; Instructional Films; Video Technology; Questioning Techniques; Learner Engagement; Distance Education; Interactive Video; Gender Differences; Age Differences; Instructional Effectiveness; Lifelong Learning; Open Universities; Curriculum Design + Suchen Sie Ihr Suchwort? Filmproduktion; Lehrfilm; Befragungstechnik; Fragetechnik; Distance study; Distance learning; Fernunterricht; Interaktives Video; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Unterrichtserfolg; Life-long learning; Lebenslanges Lernen; Offene Universität; Lehrplangestaltung
Abstract	There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g. 25-34) seemed to benefit more from questions during videos than slightly older students (35-44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01