STUDENTS’ LEARNING EXPERIENCES OF LIGHTBOARD AND POWERPOINT INSTRUCTIONAL VIDEOS

Authors

Keywords:

Lightboard, pseudo experimental, instructional videos

Abstract

Lightboard videos offer a unique approach to deliver information to students. Although widely used it is unclear what benefit, if any, lightboard style videos provide to students compared to a PowerPoint style video (Fiorella, Stull, Kuhlmann, & Mayer, 2018). The aim of this study was to compare the differences in student learning between a lightboard video and a PowerPoint video with the same content. Students were divided into two groups, one group of students received an online survey and lightboard video (n=13) and the second group received the same survey and PowerPoint video (n=12). As part of the survey, students were asked to complete a pre-test before watching the video to determine prior knowledge. After watching the video students were given a post-test with the same questions. Using a paired t-test we determined there was a significant difference between the pre- and post-test scores for both groups. However, there was little difference between a lightboard video and PowerPoint in pre- and post-test scores. Students were then asked to participate in a follow up interview where they were shown both videos. The qualitative thematic analysis of student responses to interview questions clearly showed a preference of the lightboard video based on engagement.

Author Biographies

Ryan Eian Lopez, University of Western Australia

PhD candidate, School of Molecular Sciences

Dino Spagnoli, University of Western Australia

Senior Lecturer, School of Molecular Sciences

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Published

2021-09-25