Effects of embedded questions in recorded lectures
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Effects of embedded questions in recorded lectures Hans van der Meij1 · Linn Bӧckmann2
© The Author(s) 2020
Abstract Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources. Keywords Quizzing · Embedded questions · Video-recorded lectures · Selfefficacy · Usability Flipped classrooms (FCs) are rapidly gaining popularity (Fredriksen 2020; Karabulut-Igu et al. 2018; Turan and Akdag-Cimen 2020). In FCs, the delivery of instructional content takes place before class and outside the classroom. Students often need to prepare by watching a video-recorded lecture online at home, so that classroom time can be spent on student-centered learning activities (Lage et al. 2000). Because generally positive effects for FCs have been found (e.g., Akçayır and Akçayır 2018; Bond 2020; Strelan et al. 2020), systematic research is being conducted on the main contributing factors. * Hans van der Meij [email protected] 1
Faculty of Behavioural, Management and Social Sciences, Department of Instructional Technology, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
2
Lerntherapeutische Praxis Dülmen, Soester Straße 66, 48155 Münster, Germany
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H. van der Meij, L. Bӧckmann
The video-recorded lecture is such a key factor, and much of the research has focused on what makes the video-recorded lecture (more) effective (e.g., Lin and Chen 2019; Toftness et al. 2018a; Zhang et al. 2006). One design feature that is studied is quizzing in which a video-recorded lecture is complemented with questions to stimulate more active or deeper lecture processing (e.g., Christiansen et al. 2017; Cummins et al. 2016; Kovacs 2016). The present study investigates the impact of an understudied variant of quizzing, namely, the inclusion of open-ended, embedded questions. Research on adjunct questions with texts (e.g., Andre 1981; Ozgungor and Guthrie 2004; Uner and Roediger 2018) suggests that the inclusion of embedded questio
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