Video, Memory, and Learning

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Video, Memory, and Learning
In memory of Professor Ignacio J. Ocasio (1952 -
2005)

• Megan Linos

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BACKGROUND
First course CHEM 105Taught by Doc Oc in Fall
03 for about 240 students
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BACKGROUND
Today, the application has been implemented in 15
courses for 2500 students in 5 semesters
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OUTCOME ASSESSMENT
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It works, but WHY?
WHY
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QUESTIONS

• Is it possible that multiple times of lecture
  video viewing could
• Engage better knowledge memorization?
• Facilitate better concept comprehension?
• Generate better problem solving ability?

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It works, but WHY?

• If the answers are YES, what is driving the
  learning process?
• Prior knowledge connection (Cognitive
  Strategy)PK from the past lectures, prior
  viewing experience, or both?
• Self-monitoring prompt (Metacognitive Belief)
  Each video viewing generates certain degrees of
  subject understanding, which ensures and
  increases learners own learning confidence.
  Then, students build strong beliefs of what they
  have learned and what they are capable to learn
  from reviewing the course by watching videos.
• Self-efficacy (Motivation) Students judgment of
  their capabilities to organize and execute the
  course of action necessary to attain designated
  types of educational outcomes (Zimmerman, 1994)

SRL in Web-Based Environment (Kauffman, 2004)
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It works, but WHY?

• What makes SRL possible in this case?
• Instructors encouragement?
• Instructors attitude? (Better prepared
  lectures, positive about the instructional
  change, etc)
• Curriculum design ...makes everything more
  meaningful? (Module based, daily quiz, etc)
• Unique characteristics of the discipline?
• Or all of above?

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It works, but WHY?

• What kind of students receives the most benefits
  in this case?
• High level vs. Low level function (Mayer, 1997)
• High spatial ability vs. Low spatial ability
  (Mayer, 1997)
• Top third vs. Bottom third students (Liu Bera,
  2005)
• Learning Outcome - A, B, C, D, or F students?
• Learner Types - Traditional full-time,
  conventional part-time, athletes, or
  graduate/adult students?

Multimedia Learning (Mayer, 1997) An Analysis of
Cognitive Tool Use Patterns in a Hypermedia
Learning Environment (Liu Bera, 2005)
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RESEARCH FOCUS

• MEMORY

USAGE
Can reviewing the lecture video help students
remember the knowledge?
Are students using it to review the class? Do
students find the application useful?
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METHOLODGY

• Method 1 Questionnaire Student Survey
• Usage Frequency
• Satisfaction

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RESULTS - FREQUENCY

• 89.3 of the survey participants have watched the
  video at least once this semester
• 38.1 (top third) watch the video at least once
  a week

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RESULTS - BENEFICIAL
Only 23.8 of the survey participants do not
think the application is helpful
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RESULTS - BENEFICIAL

• Reasons for using the application
• Absence
• Not feeling guilty to miss the class for holidays
• Great for reviewing the part that was not
  understood
• Reasons for not using the application
• Technology Issues
• Time Management Issue
• No need to use ?Never miss a class

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METHOLODGY

• Method 2 Quantitative experiment (story telling)

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METHOLODGY
The 8 Immortals crossing the sea
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• Clockwise in the boat starting from the stern
• He Xian-gu (???)
• Han Xiang-zi (???)
• Lan Cai-he (???)
• Li Tie-guai (???)
• Lü Dong-bin (???)
• Zhong Li-quan (???)
• Cao Guo-jiu (???)
• Zhang Guo-lao (???)

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2
5
3
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The Eight Immortals crossing the sea, from Myths
and Legends of China, 1922 by E. T. C. Werner.
To learn more about this story, please visit
wikipedia at http//en.wikipedia.org/wiki/Eight_Im
mortals
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METHOLODGY
MATRIX NOTES Remembering information, images,
relationship
SRL in Web-Based Environment (Kauffman, 2004) The
Effects of Visual Verbal Coding Mnemonics on
Learning Chinese Characters in Computer-Based
Instruction (Kuo Hooper, 2004)
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ART WORK and ANTIQUE
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?
ReferentialConnection
? ?
Female
He Xian-gu The only female in the eight immortals
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CHARACTERS
Lan Cai-he
Li Tie-guai
Zhang Guo-lao
He Xian-gu
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CONCLUSION

• So far, we know most of the students use this
  application to study the course, and most of them
  find it very useful.
• We also know providing useful and adequate
  technical support is necessary to make more
  students get benefits from this application
• However, before the second experiment is being
  conducted, we wont know whether reviewing the
  lecture videos helps students remember the
  knowledge better, or makes recalling the right
  information easier from the long term memory.

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REFERENCE

• R. Mayer (1997). Multimedia Learning Are We
  Asking the Right Questions? Educational
  Psychologist 32(1), 1-19.
• D. Kauffman (2004). Self-regulated Learning in
  Web-Based Environments Instructional Tools
  Designed to Facilitate Cognitive Strategy Use,
  Metacognitive Processing, and Motivational
  Beliefs. Educational Computing Research, 30 (1
  2) 139-161.
• J. Whipp and S. Chiarelli (2004). Self-regulation
  in a web-based course A Case Study. ETRD, 52
  (4) 5-22.
• M. Liu S. Bera (2005). An Analysis of Cognitive
  Tool Use Patterns in a Hypermedia Learning
  Environment. ETRD 53 (1), 5-21.

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• The "eight immortals" from Taoist mythology, and
  among the best known deities. They are the
  symbols for good fortune throughout China. They
  represent eight different conditions of life
  youth, old age, poverty, wealth, the populace,
  nobility, the masculine, and the feminine. The
  earliest descriptions date from the Tang Dynasty
  (early 7th century), but their present grouping
  was not established until the Ming Dynasty
  (founded in 1368).
• The eight immortals are He Xiangu, Han Xiang Zi,
  Lan Caihe, Li Tieguai, Lü Dongbin, Zhongli Quan,
  Cao Guojiu and outside the boat is Zhang Guo Lao.
  Each Immortal's power can be transferred to a
  tool of power that can give life or destroy evil.
  Together, these eight tools are called "Covert
  Eight Immortals".