Online Video Learning: The Effect of Self-Explanation

ID: 40563 Type: Brief Paper
  1. Christopher Devers, Erin Devers, Alexandra Alayan, and Cody Reaves, Indiana Wesleyan University, United States

Tuesday, October 22 3:05-3:25 PM Location: Champagne 2 View on map

No presider for this session.

Abstract: Self-reflection is an activity that past research suggests can increase learning. Given the continued growth of online learning and videos, research on the relationship between online video learning and self-explanation should be explored. We investigated self-explanation’s role in online video learning. All participants completed a pretest and post-test and watched a Khan Academy video that demonstrated how to solve a probability math problem. Students in the control group did not self-explain, while the students in the experimental condition created a video that required them to self-explain what they had learned. Results revealed that the creation of a self-explanation video did not significantly improve post-test scores over the control group, but both groups benefited from watching the video.

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