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ABSTRACT: In this era of information abundance and digital connectivity, educational videos are a transformative and widely used resource in STEM higher education. Much of what is known about the effective use of educational videos comes from analyzing videos used for content delivery and the impacts on knowledge gains or behavioral engagement with videos. Less is known about how videos may impact students’ affective learning experiences, feelings, and attitudes or how to effectively use videos in science education beyond just as a content-delivery tool. This study explored the impact of three distinct video styles: a whiteboard animation, a recorded discovery lecture by one of the discoverers, and a documentary short film featuring both discoverers in conversation on student outcomes in a large-enrollment undergraduate biology class. Students were randomized to watch one of these three formats, all covering the same scientific content (i.e., the Meselson and Stahl experiment), followed by a post-video survey. The documentary film, “The Most Beautiful Experiment,” which integrated interpersonal storytelling and informal dialog, had the most significant impact on outcomes related to affective learning, including science identity, attitudes about biology, speaker relatability, and emotional engagement. No significant differences in knowledge gains were observed across video styles. This study highlights the potential of personalized and embodied video formats to enrich STEM education and warrants further research into their broader applications. 

ABSTRACT: Improving perceptions of students' science identities and their understanding of the nature of science (NOS) are important learning goals for undergraduate biology students. Previous research has observed that students who reflect on personal histories and research narratives of diverse scientists experience positive changes in their own science identities and understanding of the nature of science, respectively. However, these stories were in written or mixed media formats (e.g., podcasts, TED talks). Here, we explore whether such stories in nonfiction film, an immersive storytelling medium, could also serve as an intervention in positively affecting these outcomes. The focus of our curricular intervention is two short films that explore personal histories and research narratives: Decoding Ancestral Knowledge and CRISPR Apostle. We assigned students (N= 286) in a large, asynchronous, online general microbiology course to watch Decoding and CRISPR at distinct times in the semester. Immediately after watching each film, students took a survey with closed- and open-response questions designed to measure content knowledge, science identity, and NOS learning. We analyzed quantitative responses using descriptive statistics and open-ended responses using a computational textual analysis method of structured topic modeling. Results indicate that watching the films had a considerable impact on content knowledge as well as students’ perceptions of scientists, self-identification as scientists, and understanding of NOS. Interestingly, there were some differences between the films on the degree of impact on science identity as well as the types of emergent themes for science identity and NOS. These results suggest that science nonfiction films with personal histories and research narratives can be useful tools in supporting these student outcomes. We describe in this article how to access these free materials, including the films, and also suggest possible modifications.