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Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted undergraduate students’ behaviors when learning with instructional videos that required students to answer practice questions between videos, as well as how those activities predicted subsequent unit exam performance one week later. Additionally, we tested the best measurement models for modeling achievement goals between traditional confirmatory factor analysis and bifactor confirmatory factor analysis. The bifactor model fit our data best and was used for all subsequent analyses. Results indicated that stronger mastery goal endorsement predicted performance on the practice questions in the multimedia learning environment, which in turn positively predicted unit exam performance. In addition, students’ time spent watching videos positively predicted practice question performance. Taken together, this research emphasizes the availing role of adaptive motivations, like mastery goals, in learning from instructional videos that prompt the use of generative learning strategies.
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Toward a New Model of Science Learning, Teaching, and Communication
ABSTRACT Sci-Toons is a new, experimental, teaching and learning approach that engages students in materials science research via interaction with experts, narrative, visual representations, iterative feedback and multimedia platforms. Based on a model (the Multimedia Theoretical Learning Framework) and multimedia design principles, Sci-Toon Creation Group (SCG) members, which include both science and non-science majors, work with faculty to produce video animations dealing with scientific topics. The creative process of producing scripts for two selected Sci-Toons videos dealing with materials science subjects (Graphene and Conductive Polymers) are discussed; initial and final versions of each are combined through use of Word Clouds. The videos that are produced are distributed via the internet, providing instruction and information about materials sciences and other STEM topics. Demographic data about the types of individuals downloading these Sci-Toons are provided. We conclude that Sci-Toons can be used in both formal and informal educational settings for science learning and teaching as well as in communicating materials science concepts to broad audiences including females and underrepresented minorities students.
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- Award ID(s):
- 1663296
- PAR ID:
- 10027621
- Date Published:
- Journal Name:
- MRS Advances
- Volume:
- 1
- Issue:
- 56
- ISSN:
- 2059-8521
- Page Range / eLocation ID:
- 3709 to 3714
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1557/adv.2016.105
