Project Investigator(s): Kayli Johnson, Associate Professor of Teaching, Department of Chemistry, Faculty of Science
Co-Investigator(s): Simon Lolliot
Project Description
Active learning techniques are now seen as the gold standard in many classrooms. To make room for interactive classrooms, many instructors have moved their content online. These online materials, however, mimic the passive learning that instructors hope to avoid in the first place. Video delivery of
content has been shown to lead to worse performance than consuming the same information through text (Furnham, Gunter, & Green, 1990). This project aims to investigate the effectiveness of adding interactivity to online content videos on students’ perceptions of mastery as well as demonstrated
mastery of the content covered in the interactive videos.
Research Questions
1. Does adding interactivity to online video content result in increased student perception of mastery of the content?
2. Does adding interactivity to online video content result in better performance on summative tests?
3. Does adding interactivity benefit all students?
4. Does adding interactivity encourage students to engage with the content more often and for longer?
Impact on teaching and learning at UBC
With the move online, to accommodate students in different time zones, many instructors are relying on pre-recorded videos to deliver course content. Several tools that are offered at UBC (Kaltura, Camtasia) and/or instructors in British Columbia (H5P via BCcampus Pressbooks) allow for the simple and intuitive creation of interactive video content. If embedding interactive questions in online content videos proves effective, instructors will be able to easily adapt their existing videos and easily create new videos that take advantage of the benefits of interactivity.