McClellan, D., Chastain, R. J., & DeCaro, M. S. (2023). Enhancing learning from online video lectures: The impact of embedded learning prompts in an undergraduate physics lesson. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-023-09379-w
McClellen et al. (2023) conducted a study to explore how adding cognitive or metacognitive embedded prompts to an asynchronous online video would improve learning in an undergraduate physics course. McClellen et al. situated their research in the conceptual framework of online learning, cognitive vs. metacognitive prompts, individual learner differences and prompt effectiveness, deep vs. surface learning, disorganized studying, and metacognitive skills. Further, McClellen at al. utilized cognitive load theory to support their investigation. The study was carried out over three semesters and used undergraduate physics students (n=253) who regularly used online video in their physics course; all three sections were taught by the same instructor. Students were randomly assigned to three sub-groups: no-prompt control group (n=86), cognitive embedded prompt (n=86) and metacognitive group (n=81). All students watched the same video and took the same quiz. The video was segmented into four parts. In both prompt groups, at the end of each segment, there was a set of questions – cognitive or metacognitive, depending on the condition the students were randomly assigned to. Students also completed validated questionnaire instruments asking about their individual differences in deep vs surface learning, organization of study habits, metacognitive awareness, and cognitive load in the third semester only. The results of the study showed that the embedded prompts did not have a statistically significant effect on cognitive load. The effect of cognitive embedded prompts was in line with the research; students in this group achieved quiz scores improved by 10% compared to the control group. The metacognitive embedded questions, while trending more positively than the control group, did not line up with research in the area and student quiz scores did not significantly improve. Overall, McClellen et al. recommend that cognitive embedded prompts that ask students to extend and organize information they are learning should be used with video lectures.
This study was very well organized and easy to follow. The literature review led directly to the research questions, and there were no surprises in the findings as they related to the conceptual framework. However, there were no sources to back up the individual learner differences section of the conceptual framework. While McClellen et al. (2023) did acknowledge the limitations of their study, including only one of the three groups having access to the surveys, including a new instrument of measurement to the study at the last minute does make me question the results. This study was also conducted in the natural world, so there were a lack of controls for what students were doing when the watched the videos; there was a missed opportunity for students to report on what they were doing at the time, as well. This was not acknowledged in the study.
As a doctoral student, this study shows the significance of the literature review in building up a conceptual framework to put others in the same headspace and point of view as the researchers at the time of publication. While I’ll be the first to admit my statistics are rusty, there was a lot of written description of the statistical analysis, and the argument would have been better served with more visual representations of the data. If I use quantitative methods in my research, I will be mindful to include visual representations which can clarify meaning – not every reader is going to come to the article with the same level of understanding of quantitative methods and I think it’s important that all educational researchers can access the research to meaningfully question it, use it, and apply it to their own projects.
Educational Technology Blog 