Generating an instructional video as homework activity is both effective and enjoyable

Vincent Hoogerheide; Joran Visee; Andreas Lachner; Tamara van Gog

doi:10.1016/j.learninstruc.2019.101226

Generating an instructional video as homework activity is both effective and enjoyable

Vincent Hoogerheide^*, Joran Visee, Andreas Lachner, Tamara van Gog

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Research with adolescent and university students has shown that after studying a text, teaching its content to a fictitious peer on camera fosters learning compared to restudying. We investigated the effects of generating a teaching video during homework in a sample of primary school students (N = 131) in comparison to restudying and summarizing. Students were provided with a text and a homework assignment over the weekend. The Restudy Condition was instructed to study the text as often as necessary. The Summarizing and Video Condition were instructed to study the text as often as necessary and to then generate a summary or teaching video about the text, respectively. Teaching on video was perceived as more enjoyable than restudying or summarizing, and improved test performance compared to restudying. Teaching on video was not more effective than summarizing; however, summarizing did not improve test performance compared to restudying, as teaching did.

Original language	English
Article number	101226
Journal	Learning and Instruction
Volume	64
DOIs	https://doi.org/10.1016/j.learninstruc.2019.101226
Publication status	Published - 1 Dec 2019

Funding

During the realization of this manuscript, Vincent Hoogerheide was supported by a NWO Rubicon grant ( #446-17-007 ). Appendix A

Keywords

Generative learning
Instructional video
Learning enjoyment
Learning-by-teaching
Summarizing

Access to Document

10.1016/j.learninstruc.2019.101226

1-s2.0-S0959475219301161-mainFinal published version, 1.43 MBLicence: Taverne

Cite this

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title = "Generating an instructional video as homework activity is both effective and enjoyable",

abstract = "Research with adolescent and university students has shown that after studying a text, teaching its content to a fictitious peer on camera fosters learning compared to restudying. We investigated the effects of generating a teaching video during homework in a sample of primary school students (N = 131) in comparison to restudying and summarizing. Students were provided with a text and a homework assignment over the weekend. The Restudy Condition was instructed to study the text as often as necessary. The Summarizing and Video Condition were instructed to study the text as often as necessary and to then generate a summary or teaching video about the text, respectively. Teaching on video was perceived as more enjoyable than restudying or summarizing, and improved test performance compared to restudying. Teaching on video was not more effective than summarizing; however, summarizing did not improve test performance compared to restudying, as teaching did.",

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AU - Hoogerheide, Vincent

AU - Visee, Joran

AU - Lachner, Andreas

AU - van Gog, Tamara

PY - 2019/12/1

Y1 - 2019/12/1

N2 - Research with adolescent and university students has shown that after studying a text, teaching its content to a fictitious peer on camera fosters learning compared to restudying. We investigated the effects of generating a teaching video during homework in a sample of primary school students (N = 131) in comparison to restudying and summarizing. Students were provided with a text and a homework assignment over the weekend. The Restudy Condition was instructed to study the text as often as necessary. The Summarizing and Video Condition were instructed to study the text as often as necessary and to then generate a summary or teaching video about the text, respectively. Teaching on video was perceived as more enjoyable than restudying or summarizing, and improved test performance compared to restudying. Teaching on video was not more effective than summarizing; however, summarizing did not improve test performance compared to restudying, as teaching did.

AB - Research with adolescent and university students has shown that after studying a text, teaching its content to a fictitious peer on camera fosters learning compared to restudying. We investigated the effects of generating a teaching video during homework in a sample of primary school students (N = 131) in comparison to restudying and summarizing. Students were provided with a text and a homework assignment over the weekend. The Restudy Condition was instructed to study the text as often as necessary. The Summarizing and Video Condition were instructed to study the text as often as necessary and to then generate a summary or teaching video about the text, respectively. Teaching on video was perceived as more enjoyable than restudying or summarizing, and improved test performance compared to restudying. Teaching on video was not more effective than summarizing; however, summarizing did not improve test performance compared to restudying, as teaching did.

KW - Generative learning

KW - Instructional video

KW - Learning enjoyment

KW - Learning-by-teaching

KW - Summarizing

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Generating an instructional video as homework activity is both effective and enjoyable

Abstract

Funding

Keywords

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