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The competences of making good use of digital information and technology as well as making critical judgments and communicating with others have been considered as important educational objectives, in particular, for teacher education. Peer assessment is a frequently adopted learning strategy to assist students in rating and offering instant feedback to peers from the perspective of instructors, which has good potential for fostering students' critical thinking. However, the conventional peer-assessment approach mainly focuses on communications between reviewers and reviewees, while peer communications for collaboratively providing comments or suggestions are generally ignored. As a result, the present study proposed a Collaborative Feedback-based Peer-Assessment (CFPA) learning approach; moreover, a learning system was developed for evaluating the effectiveness of the different collaborative peer-assessment approaches by conducting a quasi-experiment in a pre-service teacher training program. Two classes of students participated in the experiment. One class including 48 students was the experimental group learning with the CFPA approach, while the other class with 49 students was the control group learning with the Non-Collaborative Peer Assessment (NCPA) approach. The findings indicated that the pre-service teachers who learned with the proposed approach showed significantly better instructional video development quality and commenting quality as well as higher self-efficacy and critical thinking tendency than those learning with the Non-Collaborative Peer Assessment approach.

The public's understanding of climate change has been plagued by poor communication, misinformation, and disinformation. Fortunately, there is a growing body of research on effective climate change communication strategies. A popular element of science communication is documentary film. Educational films produced for museums, planetariums, and other informal science education settings are especially important because they reach a more receptive audience. In making "A Place Like No Other," a fulldome documentary about climate change in Alaska, we employed best practices about climate change communication derived from the literature. Here we argue that producers of educational documentary film about climate change need to incorporate best practices established specifically for climate change to make their message more persuasive. Because of its highly politicized and controversial nature, climate change needs to be treated differently from other science topics. In this paper we review the scholarship on documentary film and its efficacy in causing attitudinal change. Existing research about educational film on climate change is limited but nonetheless shows that many fail to achieve their goal of motivating viewers. We identify strategies, such as employing incremental persuasion and connecting on values, that informed our filmmaking practice. To assess the efficacy of elements of our film, a ten-minute section that discusses ocean acidification was shown to a sample of undergraduates at the University of Alaska Anchorage. Pre- and post-surveys showed positive changes in awareness and attitudes. These results suggest that when these strategies are used, documentary films in an informal science education setting can create significant gains in educational and attitudinal goals.

Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence), more in charge over their own learning (need for autonomy) and experience a more positive classroom atmosphere (need for relatedness). Yet, in spite of the growing theoretical interest in goal clarification and process feedback in the context of physical education (PE), little experimental research is available about this topic. Purpose: The present study quasi-experimentally investigated whether the presence of goal clarification and process feedback positively affects students' need satisfaction and frustration. Method: Twenty classes from five schools with 492 seventh grade PE students participated in this quasi-experimental study. Within each school, four classes were randomly assigned to one of the four experimental conditions (n = 121, n = 117, n = 126 and n = 128) in a 2 × 2 factorial design, in which goal clarification (absence vs. presence) and process feedback (absence vs. presence) were experimentally manipulated. The experimental lesson consisted of a PE lesson on handstand (a relatively new skill for seventh grade students), taught by one and the same teacher who went to the school of the students to teach the lesson. Depending on the experimental condition, the teacher either started the lesson explaining the goals, or refrained from explaining the goals. Throughout the lesson the teacher either provided process feedback, or refrained from providing process feedback. All other instructions were similar across conditions, with videos of exercises of differential levels of difficulty provided to the students. All experimental lessons were observed by a research-assistant to discern whether manipulations were provided according to a condition-specific script. One week prior to participating in the experimental lesson, data on students' need-based experiences (i.e. quantitatively) were gathered. Directly after students' participation in the experimental lesson, data on students' perceptions of goal clarification and process feedback, need-based experiences (i.e. quantitatively) and experiences in general (i.e. qualitatively) were gathered. Results and discussion: The questionnaire data and observations revealed that manipulations were provided according to the lesson-scripts. Rejecting our hypothesis, quantitative analyses indicated no differences in need satisfaction across conditions, as students were equally satisfied in their need for competence, autonomy and relatedness regardless of whether the teacher provided goal clarification and process feedback, only goal clarification, only process feedback or none. Similar results were found for need frustration. Qualitative analyses indicated that, in all four conditions, aspects of the experimental lesson made students feel more effective, more in charge over their own learning and experience a more positive classroom atmosphere. Our results suggest that under certain conditions, lessons can be perceived as highly need-satisfying by students, even if the teacher does not verbally and explicitly clarify the goals and/or provides process feedback. Perhaps, students were able to self-generate goals and feedback based on the instructional videos.

Purpose: The aim of this paper is to evaluate the effectiveness of film in communicating issues related to climate change. While previous studies demonstrate an immediate effect of a film post-screening, this study also considered if a film can inspire long-term effects, and if supplemental educational information plays a role on participant understanding. Design/methodology/approach: Using surveys, we assessed undergraduate students' climate change responses pre-, immediately-post, and 9-weeks post watching the climate change documentary "The Human Element" (Prod. Earth Vision Institute, 2018). In the 9-week interim before the final survey, half of the participants received weekly information on climate change via a custom website, while the other half served as a control. Nonparametric statistical tests were completed in SPSS to determine significant changes across all three surveys. Findings: Friedman tests and Wilcoxon Signed Ranks tests demonstrate statistically significant self-reported impacts on climate change responses such as of motivation, concern, and understanding immediately post-screening. At 9-weeks, 3 × 2 Mixed ANOVAs demonstrate that the group that received the website reported statistically significantly higher understanding than those in the control group. However, the website has no statistically significant effect on other responses like motivation and concern. Originality/value: These results highlight the important power of film's visual appeals in framing climate change. We also show that there is a long term effect of film on participant understanding. The study also prompts questions about current models of climate change education, which emphasize objective understanding, often without viable support structures to help students' concern and motivation to act.

Aim/Purpose: This study aims to explore whether instructors and educators should segment portions of instructional video that can be loaded and executed independently of other portions, and how long the segment portion of instructional video should be to effectively influence students' learning, perception, and interaction. Background: Instructional videos are widely used in higher education for pedagogy purposes, and students expect their face-to-face and online courses to include video for effective instructional and learning outcomes. The literature indicates that researchers suggested that segmented video might assist learning and reduce cognitive burden; however, empirical research does not provide sufficient guidance about how to do it. Methodology: This mixed-methods study included quantitative data from an online experiment, followed by qualitative data from focus groups to help explain and expand on the quantitative findings. This study compared a 14-minute instructional video with the same content split into three segments, ranging from four to five minutes in length, to explore how segmenting affects students' learning and how students perceive and interact with the video. The quantitative portion of the study used an experimental design with random assignment to control and experimental groups. Participants were randomly assigned by Qualtrics to one of two conditions where they watched either a single long (14-minute) video (the control group) or the same content split into three video segments (the experimental group). Participants in both groups were asked to watch the video(s), take a content knowledge quiz, and respond to an opinion questionnaire. The qualitative portion of the study consisted of focus groups where participants were asked to reflect on their overall perceptions of using online instructional video. Contribution: This study contributes to the literature knowledge on how students interact with instructional video and how, and if, longer instructional videos should be divided into shorter segments. Findings: Results from this study indicated that there is no significant difference between the Long Video Group (control group) and the Segmented Video Group (experimental group) on measures of learning, interaction with or perceptions of the video. However, participants who engaged in multitasking activities other than texting performed worse on the learning measure. The focus group participants described a variety of behaviors and preferences for watching the instructional video but expressed a preference for videos that were about 20 minutes long. Recommendations for Practitioners: For the purpose of building declarative knowledge, the number and length of instructional video segments may be less important than the other instructional materials and strategies instructors and educators provide to support students' interaction with the instructional video. Recommendation for Researchers: The qualitative findings suggest that while preferred instructional video length may differ based on context, a 20-minute instructional video may be preferred, or at least accepted, in a typical academic setting, though this possibility needs further study. Impact on Society: Results from this study may help instructors and educators to create high quality instructional video content by acknowledging that decisions about instructional video length and segmenting require professional discretion rather than arbitrary rules regarding video length. Future Research: Future researchers and practitioners can further evaluate and enhance the importance and design of instructional videos for pedagogical purposes, and additional research is needed before instructors, educators, and the educational field can accept the thought that any video over five or six minutes is considered too long for students' attention span.

The outbreak of the COVID-19 has provided new challenges and also opportunities for the development of online education. Based on our experience from the online education after the outbreak of the COVID-19, this article proposes to introduce COVID-19 knowledge through film teaching methods. Films can stimulate students' interest in learning and improve the teaching efficiency of online education with its rich storylines, high-quality pictures, interesting, and entertaining nature. Teachers can carry out online teaching with the aid of films through four key steps: determining the key points of the teaching content, choosing matching films, setting up topic-related questions, and communicating and discussing after watching the film.

Science explanation videos, especially online ones, have become popular. They cover nearly all topics from school science curricula. Teachers use them in a flipped classroom. Students watch them also in their leisure time. However, there is a lack of research on guidelines that effective science explanation videos should follow. The research on instructional explanations provides essential insights into the effectiveness of science explanation videos. The goal of the present article is to develop a framework for effective science explanation videos. The development consists of two steps. First, criteria for a high explaining quality are derived from the research on effective instructional explanations. That leads to a coherent theoretical framework that requires empirical justification. The second step, therefore, is an exploration of the effects of the framework. We developed two explanation videos: one high explaining quality (HE) video following the framework and one low explaining quality (LE) video explicitly not following the framework. Both videos, however, are scientifically correct and provide the same learning opportunities. Students from a German high school assigned to two groups (n = 90; n = 86) watched, respectively, the HE and LE videos, and participated in tests for declarative and conceptual knowledge before and after watching the videos. The main result is that the HE group outperformed the LE group in the achievement of declarative knowledge (Cohen's d = 0.42, p = 0.007). We interpret that as an argument for the validity of the framework of effective science explanation videos presented in this article.

Experimental research around virtual humans acting as pedagogical agents has often taken place in learner-paced learning environments. However, virtual humans are increasingly embedded in educational materials such as instructional videos, where the pacing of the environment can be fundamentally different than a stand-alone learner-controlled software package. This study examined the influence of three types of pacing with varying levels of learner control when learning from an instructional video with an embedded virtual human. The results of our three-group randomized study indicate that increased learner control led to the strongest learning outcomes, although moderate learner control was the most instructionally efficient. The results suggest that some aspects of learner control can be beneficial when learning from instructional videos with embedded virtual humans.

On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students' learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.

Medical students' motivations for choosing a medical career are likely based on and remain tethered to the affectively-laden caring component of doctor-patient interactions. However, this component is rarely presented in educational surgical videos. It is unknown whether affectively engaging students by including patient-related emotionally salient information potentiates or draws focus away from learning a surgical procedure and whether such information affects motivation and attitudes toward the video. Therefore, we investigate whether presenting a patient's emotional state before video surgery enhances or weakens the educational value of that video. In a within-subjects crossover design, second-year medical students (n = 130) viewed video clips of surgeries. These videos, from online medical education platforms, were preceded by the patient's information from the original video or by information about the patient's preoperative emotional preparation. After each video, participants completed a multiple-choice test about the video's content to measure learning, answered a question about their motivation to re-watch the video, and completed an attitude scale regarding the video. Incorporating patient's information into surgical videos significantly enhanced students' acquisition of the technical aspects of surgery procedures (p < 0.0001), motivation to re-watch the video (p < 0.001), and favorable attitudes toward the video (p = 0.02). These findings show that incorporating information about patients' emotional states may enhance students' positive attitudes and motivations toward educational videos and may improve their learning of surgical techniques. They also suggest that the role of this factor should be considered when developing guidelines for medical educational video release.

The purpose of this study is to analyze the effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. The study was carried out in the fall term in 2014-2015 academic year with the participation of 89 teacher candidates (53 in experimental group and 36 for control group). In the study, quasi-experimental design with pre-test/post-test control group was used. "Academic Motivation Scale" and "Attitude Scale towards Teaching Profession" were used for data collection. Dependent group t-test and independent group t-test were used in analyses. Findings of the research indicated that the education-themed movie has a significant effect on intrinsic motivation and extrinsic motivation external regulation dimensions of academic motivation scale and love, value and harmony dimensions regarding teaching profession on the experiment group.

Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic setting) or in front of a white wall (neutral setting). Results showed a beneficial effect of the authentic setting on retention, but not on the application of the video content. Experiment 2 aimed to replicate and extend these findings by investigating whether reinstating the authentic setting as a contextual cue during the test phase would further improve test performance. After watching a video that was either shot in an authentic or a neutral setting, participants (N = 149) worked on the retention and application test while a screenshot of the authentic or the neutral setting was presented as a background. Contrary to our expectations, the effect of setting on retention did not replicate and there was no evidence for context effects, despite using the same learning materials and a comparable sample as in Experiment 1. Findings are discussed with regard to potential boundary conditions.

Many (digital) learning materials are often based on a combination of text and pictures, whereby pictures often only serve a decorative (learning-irrelevant) function. Such decorative pictures were proven as detrimental for learning success. In contrast, research on retrieval cues (also known as "memory cues") showed that a visual-semantic connection between the learning information and additional pictures might help to foster later retrieval processes. This experimental series tested if decorative pictures might serve as a retrieval enhancer. For this, four experiments (n[subscript 1] = 104, n[subscript 2] = 124, n[subscript 3] = 161, n[subscript 4] = 176) were conducted where a learning video about concepts in marketing was used with and without decorative pictures. In a subsequent learning test (retention and transfer questions) with or without these corresponding decorative pictures, the memory cue effect was examined. Besides, mental load and mental effort, as well as intrinsic motivation were measured. Across all experiments, results showed that the groups with decorative pictures which were only shown in the video performed significantly worse than the other groups (seductive detail effect). Moreover, students with decorative pictures in both the learning and the retrieval phase were found to learn more than groups without decorative pictures (memory cue effect). Significant moderators of this effect were found in the salience of the cues, the associative connection between the cues and the learning information, and the modality of the cues (visual vs. verbal). Results were explained by differences in cognitive and motivational variables.

There is evidence that spatial thinking is malleable, and that spatial and mathematical skills are associated (Mix et al. [2016] "Journal of Experimental Psychology: General," 145, 1206; Mix et al. [2017] "Journal of Cognition and Development," 18, 465; Uttal et al. [2013] "Psychological Bulletin," 139, 352). However, few studies have investigated transfer of spatial training gains to mathematics outcomes in children, and no known studies have compared different modes of spatial instruction (explicit vs. implicit instruction). Based on a sample of 250 participants, this study compared the effectiveness of explicit and implicit spatial instruction in eliciting near transfer (to the specific spatial skills trained), intermediate transfer (to untrained spatial skills) and far transfer (to mathematics domains) at age 8. Spatial scaling and mental rotation skills were chosen as training targets as previous studies have found, and proposed explanations for, associations between these skills and mathematics in children of this age ("Journal of Experimental Psychology: General," 145, 2016 and 1206). In this study, spatial training led to near, intermediate and far transfer of gains. Mental visualization and proportional reasoning were proposed to explain far transfer from mental rotation and spatial scaling skills respectively. For most outcomes, except for geometry, there was no difference in the effectiveness of implicit (practice with feedback) compared to explicit instruction (instructional videos). From a theoretical perspective, the study identified a specific causal effect of spatial skills on mathematics skills in children. Practically, the results also highlight the potential of instructional videos as a method of introducing spatial thinking into the classroom.

Laboratory practicals are used throughout science and engineering education as it allows students to undertake active learning and develop technical skills. It is therefore important that students arrive to these sessions as prepared as possible to maximise their learning potential. This paper analyses how student preparation affects how prepared they feel to undertake a laboratory practical. It also examines how pre-laboratory video material can affect this preparedness and student marks. Data on student preparedness and preparation is collected via surveys over three years of the same module. Data on video views and retention are collected from YouTube. Findings indicate that students' preparedness increases with time spent preparing, up to a plateau level where further preparation has little affect. Students who watch the pre-laboratory videos increase their preparedness and also increase their assessment mark. Guidelines for creating successful pre-activity videos have been developed and shown to be effective.

The purpose of this project was to increase student achievement, engagement, and satisfaction using animated instructional videos in an online general psychology course at a community college. This project not only considered the data collected from student activity tracking, but also examined students' perception of how the videos engaged and helped them remember course material. Collection of data was conducted using a pre-intervention and post-intervention survey, a pre-test, a post-test (mid-term exam), and an online behavior evaluation rubric. A statistically significant increase in scores from pre-test to post-test occurred. Students reported that they preferred the animated instructional videos over the textbook and believed videos helped them remember the material. Overall, the project showed that students enjoyed the videos and many recommended that additional ones be created for the rest of the course. Although time-consuming, instructional videos were worth the effort to keep students engaged and learn course material.

The aim of this study is to investigate the impact of interactive and demonstration (non-interactive) video tutorials for software training on the effectiveness of procedural learning and student satisfaction. An analysis of signalling made by instructional designers was carried out to develop high-quality instructional video materials. These attention cues could be used in both demonstration and interactive video tutorials to enhance the acquisition of procedural knowledge. Both types of video tutorials had a positive effect on the learning process, and students achieved very good learning outcomes. Students who used interactive videos achieved slightly better learning outcomes. The study revealed higher satisfaction with interactive videos which were perceived as more instructive compared to the demonstration videos.

This study aims to investigate the effectiveness of the subtitles embedded into either declarative or procedural video on non-native Turkish speakers' understandings of the content. In addition, their perceived difficulties about and eye behaviors during watching the two videos were explored. There were 40 volunteer international students from various departments. Two experiments were designed to observe how participants' retention performance changed according to the content given in the videos. As participants individually watching the videos, their eye behavior was recorded for more objective observations about their fixations on either subtitle or main areas of the screen. In this way, their eye behaviors and their retention performance were compared. The findings showed that there were no significant differences in participants' scores of retention and perceived difficulty regardless of both the video type (declarative vs. procedural) and subtitle existence (subtitled vs. non-subtitled). Moreover, the declarative video was perceived as difficult despite being easy-to-follow. The eye movement data analysis showed that in both the video types, the number of fixations on the subtitle AOI and main AOI were high in a parallel way, but when the participants experienced with procedural video, the percentage of fixations on subtitle area increased.

At the end of the nineteenth century, biology as an academic discipline was as young as its corresponding school subject. Now nature itself was analysed as a complex (eco)system consisting of animals, plants, and man. The dramatic conceptual shift and subsequent development of school curricula called for teaching aids representing the new perspective on nature. The paper uses the different types of teaching aids as "index fossils" (Andreas Ludwig) of a specific material culture of education. Thereby we follow a central organising element of contemporary educational concepts around 1900: we will place the teaching aids on a continuum, reaching from "almost real" representations by taxidermists, to abstract schematics on wallcharts, or to wild life in moving pictures to describe and reflect powerful and lasting forms of vividness representing nature.

Purpose: This study assessed the quality of participation in farmer learning video (FLV) production by examining opportunities for actors' participation and the extent of incorporation of their interests. Design/methodology/approach: A qualitative case study research design was used through focus group discussions and interviews held with 5 key informants and 19 farmers involved in the production of 2 videos. We used the quality of participation analytical framework for analysis. Findings: Actors in FLV production were largely selected basing on interests and expertise in carrying out assigned tasks. The extent of actor participation in FLV production varied. Video experts made major decisions on video content and allocation of tasks while field officers and farmers largely participated in the filming stage. The incorporation of farmers' interests was curtailed by their limited participation in planning for FLV production. Further, farmers and field officers perceived that inadequate communication between and among them limited their contributions to FLV production. Practical implications: Choice of actors with the right expertise and providing opportunities for interactions of individual expertise to generate video content is essential. Further, effective communication among actors is important for enhancing actors' contributions and incorporation of their interests especially at the planning stage. Theoretical implications: Participation of end-users in product development should not only focus on their participation but also on the quality of that participation. Originality/value: Many developing countries have incorporated use of videos in agricultural development initiatives thereby necessitating the production of quality FLVs.

Videos, made by teachers to meet specific learning outcomes, are a feature of the technological enhanced learning revolution that is sweeping through higher education. Pedagogical research into teaching videos has been broadly positive and focussed on their benefits for students' experience as well as how specific features of films can enhance learning and attainment. Although these studies are useful, few consider the perceptions of the students who watch the films and the teachers who make them. This article focuses on a study conducted with distance learning students and teachers from one university in England to discover their attitudes to teaching videos. The exploratory study found that although a majority of distance students like and watch the videos, a significant proportion give good reasons for not doing so. The main finding from the research is it is the quality of the teacher, as opposed to the affordances that technology offers, that is perceived to have the most impact on student learning. The findings are significant as the development of teaching videos can be expensive and they will help higher education teachers make wiser pedagogical decisions about when to use videos, and of what type.

A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantitative and qualitative data obtained from a questionnaire, field notes, classroom observation, and practicum test scores, to determine changes in the questioning behaviours and practices of 31 prospective teachers involved in a three-week practicum exercise. Paired-samples t-tests were conducted to compare pre-test and post-test scores on participants' level of confidence in asking focussing, prompting, probing, and redirecting questioning. Findings of the study revealed significant differences in participants' pre-test and post-test scores for prompting questions. Based on Cohen's convention for a large effect (d =0.80), the effect size for this analysis (d = 0.82) was found to be large. Analysis of classroom observation and field notes obtained from practicum supervisors also revealed a general improvement in participants' questioning behaviours and patterns after the application of an instructional video.

Teachers are increasingly using video in their lessons, with various aims (eg, to raise students' levels of conceptual knowledge or interest). Videos that can be used for educational purposes are numerous, ranging from instruction videos to fiction films. Such videos have different characteristics, for example regarding the amount and structure of information, and the audio-visual presentation. However, guidelines on which video characteristics can help to achieve specific teacher aims are lacking. As a first step towards composing such guidelines, we added a film theory perspective to educational research on videos. The study included seven science teachers, 13 videos, and 233 students (aged 13-18 years). We used teacher interviews, video analyses, student questionnaires and a cross-case analysis connecting all the data. Data analysis followed a grounded theory approach, including open and axial coding to structure the data, and the constant comparative method to interconnect them. The results showed that videos that posed questions were associated with an increase in students' interest, and that highly informative videos with authoritative speakers were associated with an increase in students self-reported conceptual knowledge gains. Moreover, teachers often did not have explicit aims for using a particular video, and they selected and used videos in their lessons intuitively. Stimulating teachers to use videos in a more aim oriented way may make video usage more effective. From these findings, we developed a framework to assist teachers in selecting or making videos that match their aims, and a model of possible connections between teacher aims and film types as a first step towards guidelines for teachers using educational videos.

This study tested 3 instructor presence features in learning from video lectures: dynamic drawings, eye contact with the camera, and instructor visibility. In 2 experiments, college students watched a video lecture about the human kidney, which consisted of a series of drawings and a spoken explanation from the instructor, and then took a written posttest assessing retention and transfer. In Experiment 1, students viewed a lesson consisting of a spoken explanation coordinated with static, already-produced drawings (static drawings group) or with drawings dynamically created by the instructor (dynamic drawings group), both without the instructor visible. In support of the dynamic drawings hypothesis, a "t" test indicated the dynamic drawings group significantly outperformed the static drawings group on the posttest (d = 0.54). In Experiment 2, students viewed 2 new versions of the kidney lesson, in which the instructor was visible on the screen and either did not provide eye contact with the camera (conventional whiteboard group) or did provide eye contact (transparent whiteboard group). In support of the social agency hypothesis, a "t" test indicated the transparent whiteboard group significantly outperformed the conventional whiteboard group on the posttest (d = 0.54). Finally, consistent with the instructor visibility hypothesis, analyses comparing the dynamic drawings group and the transparent whiteboard group indicated no significant differences in posttest performance. Overall, these findings suggest that learning from video lectures is enhanced by specific instructor presence features, such as instructor dynamic drawing and instructor eye contact, rather than by merely having the instructor visible on the screen.

While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students' previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework.

In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper reports on the incorporation of videos of young child and educator interaction into early childhood teacher education programs at one Australian university. The cohort of pre-service teachers (18) were asked to think in a structured way about the videos with the help of a structured reflection template, which challenged them to apply higher order thinking with regard to the scenarios presented. As a culminating point of the template, the pre-service teachers were asked to create a reflective practice question to improve their professional practice. In this study, the reflective questions were analysed using content and pronoun analysis. Findings suggest that the pre-service teachers were focused on the continuity of learning of young children, personal skill development and social emotional development. To a lesser degree reflections explored working with families. The pronoun of 'we' also appeared as the most likely response on personal reflective questions. This suggests the future teachers had already positioned themselves within the group of early childhood teachers, indicating a strongly developed professional identity.

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the first year of teaching. Teacher preparation programs can use course-based reflective activities to provide structure and impetus for reevaluating expectations. This article studies the effects of these activities on two undergraduate pre-service teachers. Popular Hollywood teacher films were used to confront and challenge candidates' expectations of teaching. An analytical framework based on Baudrillard's (1995) simulacra provided an interpretive structure for revising expectations, and structured reflections and course assignments were used to assess candidates' changing beliefs. Results suggest that the combination of teacher movies, an interpretive framework, and structured reflection has the potential to change candidates' expectations of teaching.

This study investigated the effect of flipped classroom on computer science students' engagement level among pre-university students. Computer science students were observed to be less engaged during the lecture of information system topic. Students fail to answer questions which need them to apply information system concepts into the real world situation. Hence, the flipped classroom approach is explored to solve the problem. With the increase in the usage of smart phones among students in higher learning institutions, cheaper prices of smart phones, mobile data plan and ready availability of instructional videos on the internet, the flipped classroom approach seems to be a perfect practice to be implemented. Therefore this research made use of the flipped classroom approach to gauge its efficacy on college students. Quasi experimental posttest only design was used in this research. Students were divided into two groups, namely a control group (didactic classroom) consisting of 41 students and an experimental group (flipped classroom) consisting of 43 students. These samples were chosen using purposive sampling. Students in the experimental group were required to watch a micro-lecture prior to coming to class and were involved in engaging activities in the classroom. After the intervention, both groups were measured in terms of their engagement level in class using a four-level Likert scale questionnaire which consisted of four engagement constructs namely behavioral, agentic, cognitive and emotional engagement constructs. Flipped classroom students' behavioral mean was 3.04, agentic mean was 3.06, cognitive mean was 3.16 and emotional mean 3.42. Findings showed that from the questionnaire, it was clear that the students in the experimental group (flipped classroom) were highly engaged. However, there was not much difference in terms of student engagement in the flipped classroom when compared to the didactic classroom.

School personnel can benefit from creating and sharing their own positive behavioral interventions and supports (PBIS) videos. PBIS videos can (a) introduce a new initiative to faculty and students, (b) teach specific school or class expectations, (c) reinforce appropriate student and staff behavior, and (d) celebrate PBIS implementation successes. This discussion article lists and describes strategies that can be used to create and screen PBIS videos. Examples of school personnel using PBIS videos are included.

This study focuses on the role of science communication for sustainable whale watching management. It uses a pragmatic mixed-method approach to present a critical analysis of the potential role of science communication videos to manage participant expectations. Drawing on 30 years of science research on whale watching the empirical study produces an original science communication video. The video was then tested empirically (N = 1698) employing an experimental Test and Control group design. The results highlight that science communication videos can serve as educational management tools for sustainable tourism, and influence people towards responsible whale watching behavior. Furthermore, the results are a clarion call to increase visual research methods in science communication studies in response to our rapidly changing media-environment.

Purpose: The difficulties higher education institutions in developing countries face in finding adequate and relevant onsite student internship opportunities make a case for online internships. The purpose of this paper is to present an online internship model, developed over a two-year period, which challenged students to engage in learning-by-doing projects that addressed a key barrier in the implementation of ICT policies in public education, the paucity of audio-visual content in local languages. Design/methodology/approach: The design of the model comprised the development of instructional videos by 340 interns, the evaluation of the videos by two interns and their testing by 31 interns through a field experiment using a between-subjects pre-test -- post-test design in 54 schools. The process was repeated the following year with the field experiment replaced by the development of teaching manuals. The changes in reflective learning among 112 of the 119 interns who developed video content in this repeat round were assessed. Findings: The field experiment found that the intern-developed videos improved Mathematics and Science scores among school students but not the attitudes to these subjects. Participation in online internships improved reflective learning. Research limitations/implications: The evaluation of change in reflective learning is based on self-reported measures. Practical implications: The online internship model presented in the paper can address concerns related to inadequate internship opportunities, while addressing gaps in public policy implementation by systems such as education, health and rural development. Originality/value: The paper outlines the design of an online student internship model and a methodology for implementing it. The study indicates the feasibility of a low-cost, large-scale online model of internship.

The use of video is prevalent in both face-to-face and online classrooms. Online learning leverages the use of video to support and provide instruction through the visuals video affords. The following study documents how undergraduate students interacted with video both in online and face-to-face environments and includes their video-watching preferences. Participants provided context as to how they engage with assigned video outside of the face-to-face classroom. Participants confirmed that they rarely watched video in a linear manner when the video was over five minutes. When watching longer video, they skipped through the video, watching it in a non-linear fashion. These higher education students indicated that they were more attentive to portions of video when instructors incorporated video annotations in the online environment. Further, the results suggested that students tend to re-watch video when instructors embedded knowledge-check questions. The insights from the study informs promising practices when incorporating video in instruction for teaching and learning in all modes of instruction (flipped, face to face, hybrid, and online).

While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students' empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students' empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.

Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students' learning. This study builds on the extant research on multimedia learning by testing the impact of teachers' continuous vs. intermittent presence in procedural knowledge instructional videos. Students' outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher's intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos.

Objective: To analyse the production and use of health education films in Kenya, Tanzania and Zambia. Design: Review of community health education films and their use by three partner organisations. Methods: A focused content analysis of 18 community health education films was conducted, and three exemplar films were selected for more detailed review. Interviews were carried out with four film production personnel and seven project workers using the films in health education projects in Kenya, Tanzania and Zambia. Concepts drawn from the Ottawa Charter for Health Promotion and Anchored Instruction informed the study. Findings: The films, produced primarily for use across sub-Saharan Africa, mostly conveyed biological information and addressed behavioural issues related to maternal and child health topics. The predominantly low-literacy audiences reached by the projects may further benefit from localised content highlighting the social determinants of health through engaging narrative formats. While the health education projects provided some opportunities to discuss the films after screening, linked problem-solving activities could raise awareness of the multiple factors influencing health and help community members formulate holistic action plans. Conclusion: The film production company responded to emerging findings, noting that more context-specific films should be produced, with community members being more fully involved in planning, production and evaluation. Such an approach could generate more relevant content and engage audiences more effectively in problem-solving related to health and wellbeing.

Feature films, old and new, have been used for many years to teach management education in general and leadership skills in particular. Films are often able to affect not only our emotional responses and perceptions of events, but they can also have an impact on our personal lives over long periods of time. Although anecdotal evidence (primarily based upon Social Learning Theory) has generally supported the use of feature films to teach management education, the paper draws upon theoretical advances in universalistic self-theory as part of cognitive-experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions management educators should use feature films to maximize student learning. From this reasoning, the paper proposes that management educators apply contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. In addition, the paper highlights the importance of how the management educator needs to look at other factors, such as the age and cultural background of students, as important considerations for the selection and use of feature films in the classroom.

A prelecture video can be made more engaging with a lightboard. With this method, an instructor presents material in a video while directly facing the camera and writing on a transparent screen in front of them. We present instructions for constructing an inexpensive removable desktop lightboard that can be stored as smaller pieces. We share tips for basic lightboard video editing (notably flipping the visual right-to-left) that results in visually striking, engaging videos for students, personalized by the instructor.

This paper identifies four viewpoints about a TV program by making use of Q-method. Based on a factor analysis, 35 participants of this study are classified into four groups that each one creates a viewpoint towards the TV program. Each viewpoint is interpreted carefully by using 48 statements representing possible opinions about the TV program. The paper emphasizes that usual research methods like surveys are not as effective as the Q-method for this purpose. This method can help researchers to understand those angles of people's opinions that remain hidden by using a questionnaire or scale. (Contains 3 tables, 3 figures and 1 footnote.)

This article synthesises an investigation of the making of a didactic programme as a consequence of the excess of consumption of audiovisual messages and the non critical and non-thoughtful attitude the youngsters have towards it. As an answer to this problem, the authors have produced a didactical programme about cinema and its language, the main purpose of which is to verify how knowledge, habits and attitudes of children may be modified if we plan, in the classroom, a way to deal with critical thinking, contents and cinematographic language.

The current study examined the effects of watching a closed-captioned movie clip on incidental vocabulary learning in a pre-test post-test experimental design. 120 college students from a college preparatory class, who were learning English as a foreign language (EFL), participated in the study. Two weeks before the treatment, all of the participants completed a 20-item vocabulary knowledge scale (VKS) that was adopted from Wesche and Paribakht (1996). One month after the treatment, they were given another VKS with 20 words. The participants were randomly assigned to one of the two groups: Group A (movie clip with captions); Group B (movie clip without captions). T-test analyses were conducted to examine development between and within each group. Results revealed that both groups demonstrated significant gains based on the VKS, and Group A improved more in the post-test. However, the development between the groups was not significant. Pedagogical implications of the study are discussed in the end. (Contains 5 tables.)

Media can be used to effectively teach Organizational Behavior (OB) concepts at the college level. University instructors have the option to employ several different methods of teaching in order to convey course concepts in the classroom. This article describes the effectiveness that five particular pieces of media can have on active learning in an undergraduate OB class. The films "For Love of the Game," "300," and "12 Angry Men," as well as the episode "All Due Respect" of the television series "The Sopranos" and the episode "Did I Stutter?" of the television series "The Office," will be analyzed. This article provides a background on each piece of media, as well practical suggestions on how to use them to instruct OB.

Although research exists about student learning processes using filmed experts demonstrating counselling systems and skills, there appears to be no formal direction or advice for instructors or supervisors on how to view, use, or teach with these types of films. This article attempts to fill this gap by combining ideas from the literature on pedagogical uses of visual media in education, student suggestions about film use, and experiences of instructors using expert demonstration films. Effective practices are suggested, including preparing students for viewing, understanding viewing processes, and post-viewing discussion techniques.

In this article, the author discusses how she uses film and new media to "teach students to comprehend the complex historical, social, political, and cultural dimensions of the African American experience." The author uses D.W. Griffith's 1915 "Birth of a Nation," a number of "Blaxploitation" films, YouTube videos, and cultural tropes common to African America and Hawai'i--such as plantations and rice--to direct her students' attention to the African American experience.

Instructional videos play a central role in most online English courses of the current generation. However, previous research on the design and production of these videos has not been adequate, with direct feedback of learners largely neglected. To address the gap, the present study provides an explorative investigation of the perspectives of EFL learners on instructional videos used in online English courses. Through content analysis of students' comments on three existing instructional videos, it reveals the most favorable features of an instructional video, the means to actualize these features, and students' perceptions of different aspects of the physical design of an instructional video. The findings provide video producers with suggestions on the design and production of instructional videos used in online English courses.

In this essay, I compare "Django Unchained," directed by Quentin Tarantino in 2012, which relies on common tropes about slavery and largely silences the experiences of enslaved women, to "Daughters of the Dust," directed by Julie Dash in 1991, a film that focuses on black womanhood in the post-Reconstruction era on the eve of the First Great Migration. When engaging with historical cinema, educators have a responsibility to prompt students to question their assumptions about the period and the events portrayed, while also challenging them to consider the narrative and visual strategies of the film, especially regarding who has the power to speak and act, who remains silent, and what counts as significant to the film's narrative and the history behind it. Since college students can and often do take films as accurate representations of marginalized groups, the films' stories and characters can further that marginalization. Film depictions focused on shorter stories of particular moments can even reinforce stereotypes, even if that story is not racist or meant to be historically accurate. Too often, students privilege an individual story told in a film set in a historical moment over primary source documents, memoirs, and scholarly works. When screening films as historical texts, educators of American history must use these issues as moments to have students engage critically with the film as historians rather than as consumers of cinema.

Cinemeducation refers to the use of movies or movie clips to educate learners about the psychosocial aspects of health care. This paper describes the use of a clip from the movie, "What's Eating Gilbert Grape?" to teach medical students about chronic illness. The clip is used to set up a case study based on the lead character, Gilbert Grape. For the sake of the seminar, Gilbert is given a diagnosis of low back pain. After watching the clip, learners are asked to construct a genogram and family circle of the home context and then hypothesize about the possible causes of Gilbert's back pain. The educators then use the "case" as a basis for an exemplary patient-based chronic illness presentation. This presentation is designed to serve as a model for the students, who are asked to interview a patient and family and make their own patient-based chronic illness presentation at the end of their clerkship month. Anecdotal evidence suggests that cinemeducation is an effective and entertaining way of presenting didactic material, including teaching assessment and case management skills, to health care professionals. Suggestions are made for possible future research in this innovative teaching technique.