Narrated animated solution videos in a mastery setting

Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions...

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Bibliographic Details
Main Authors: Noah Schroeder, Gary Gladding, Brianne Gutmann, Timothy Stelzer
Format: Article
Language:English
Published: American Physical Society 2015-02-01
Series:Physical Review Special Topics. Physics Education Research
Online Access:http://doi.org/10.1103/PhysRevSTPER.11.010103
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spelling doaj-1e899c24b45040c08bba399432b7ebc42020-11-24T21:24:18ZengAmerican Physical SocietyPhysical Review Special Topics. Physics Education Research1554-91782015-02-0111101010310.1103/PhysRevSTPER.11.010103Narrated animated solution videos in a mastery settingNoah SchroederGary GladdingBrianne GutmannTimothy StelzerNarrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test.http://doi.org/10.1103/PhysRevSTPER.11.010103
collection DOAJ
language English
format Article
sources DOAJ
author Noah Schroeder
Gary Gladding
Brianne Gutmann
Timothy Stelzer
spellingShingle Noah Schroeder
Gary Gladding
Brianne Gutmann
Timothy Stelzer
Narrated animated solution videos in a mastery setting
Physical Review Special Topics. Physics Education Research
author_facet Noah Schroeder
Gary Gladding
Brianne Gutmann
Timothy Stelzer
author_sort Noah Schroeder
title Narrated animated solution videos in a mastery setting
title_short Narrated animated solution videos in a mastery setting
title_full Narrated animated solution videos in a mastery setting
title_fullStr Narrated animated solution videos in a mastery setting
title_full_unstemmed Narrated animated solution videos in a mastery setting
title_sort narrated animated solution videos in a mastery setting
publisher American Physical Society
series Physical Review Special Topics. Physics Education Research
issn 1554-9178
publishDate 2015-02-01
description Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test.
url http://doi.org/10.1103/PhysRevSTPER.11.010103
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