Increased Learning in a College Physics Course with Timely Use of Short Multimedia Summaries

Autor/inn/en	Dunleavy, Spencer; Kestin, Greg; Callaghan, Kristina; McCarty, Logan; Deslauriers, Louis
Titel	Increased Learning in a College Physics Course with Timely Use of Short Multimedia Summaries
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunleavy, Spencer) ORCID (McCarty, Logan) ORCID (Deslauriers, Louis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Teaching Methods; Undergraduate Students; Multimedia Instruction; Introductory Courses; Learning Motivation; Video Technology; Transfer of Training; Thinking Skills; Instructional Design; Student Attitudes; Teaching Assistants; Cognitive Ability; Concept Mapping; Science Tests; Homework; Self Efficacy; Massachusetts (Cambridge); Force Concept Inventory + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Einführungskurs; Motivation for studies; Lernmotivation; Training; Transfer; Ausbildung; Denkfähigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Concept Map; Hausaufgabe; Self-efficacy; Selbstwirksamkeit
Abstract	The typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel to them. This can leave students overwhelmed, slow the pace of their learning, and lower their motivation. We find that carefully designed multimedia summaries in the form of one-minute videos and short text summaries can significantly increase students' understanding of the material as well as their ability to organize information into a useful mental framework, as measured by their performances on a concept mapping exercise and a conceptual test of learning. Notably, we show that these improvements can be achieved with negligible increase in overall time students spend on the course material each week. We discuss reasons why these short postlecture summaries helped students learn more, namely, that (i) they likely increased students' ability to chunk and organize information while minimizing the extraneous cognitive load imposed by the materials, and (ii) they likely improved students' ability to consolidate and transfer knowledge through the use of contrasting cases. We provide a set of detailed recommendations that instructors can use to develop effective postlecture multimedia summaries. We suggest that one of the most important and impactful recommendations is incorporating student thinking in the design of these types of summaries informed by the input of qualified former students or teaching assistants with significant experience interacting with students in the course. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01