Examining the First-Person Perspective as Appropriate Prelaboratory Preparation

Autor/inn/en	Nederveen, Joshua P.; Thomas, Aaron C. Q.; Parise, Gianni
Titel	Examining the First-Person Perspective as Appropriate Prelaboratory Preparation
Quelle	In: Advances in Physiology Education, 43 (2019) 3, S.317-323 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00213.2018
Schlagwörter	College Science; Undergraduate Students; Video Technology; Student Attitudes; Self Efficacy; Science Laboratories; Blended Learning; Technology Uses in Education; Science Activities; Biological Sciences; Instructional Effectiveness; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Abwasserbiologie; Unterrichtserfolg; Ausland; Kanada
Abstract	Prelaboratory tasks are used to facilitate learning and introduce and provide context for laboratory work. The application of first-person perspective (FPP) technology may provide interesting new approaches to providing prelaboratory preparation. However, there is limited knowledge as to whether this perspective is useful or enjoyable for students preparing for laboratory tasks. The purpose of this study was to examine whether prelaboratory preparation, utilizing the FPP technique, was enjoyable and led to improvements in laboratory task-specific self-efficacy in comparison to the traditional text-only (TO) style. We observed that the FPP group found the style to be generally more enjoyable, entertaining, and generally fun compared with the TO group (5.3 0.2 and 2.7 0.3, respectively, P 0.05). Furthermore, we found that the FPP group had a greater laboratory task-specific self-efficacy than their counterparts in the TO group, following the prelaboratory preparation (93.6 1.6 and 83.5 3.2, respectively, P 0.05). We did not find any differences in scenariobased self-efficacy between the FPP and the TO group. Taken together, our data support the use of FPP videos as a novel, refreshing approach to prelaboratory preparation that builds self-efficacy in students performing laboratory tasks. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01