Share Paper: Khan Academy: Learning and Self-Explanation

  1. Christopher Devers, Indiana Wesleyan University, United States
  2. Erin Devers, Indiana Wesleyan University, United States
  3. Thomas Lehman, Indiana Wesleyan University, United States
  4. Timothy Steenbergh, Indiana Wesleyan University, United States
  5. Alexandra Alayan, Wheaton College, United States
  6. Emily Ragsdale, Indiana Wesleyan University, United States
  7. Olivia Hayes, Indiana Wesleyan University, United States
  8. Kelsey Evey, Indiana Wesleyan University, United States
  9. Mackenzie Cook, Indiana Wesleyan University, United States
  10. Arthur Cobb, Indiana Wesleyan University, United States
  11. Kaylin Gandy, Indiana Wesleyan University, United States
  12. Dhiau Reng, Indiana Wesleyan University, United States
  13. Marion Aitchison, Macquarie University, Australia
Thursday, June 30 11:15-11:35 AM Junior Ballroom D

Abstract: Khan Academy, which is known for providing verbal step-by-step explanations, is increasingly used by students and in educational environments. The purpose of this project was to evaluate student learning from watching a Khan Academy video while applying evidence-based pedagogy. Participants used self-explanation to improve learning and were randomly assigned to one of four conditions: test-only, no self-explanation, retrospective verbal self-explanation, or concurrent verbal self-explanation. The results suggest that students learned no more about economics from watching a Khan Academy video than not watching it. Additionally, when students utilized the evidence-based pedagogical technique of self-explanation, instead of increasing learning, it strengthened ...