The order of video and virtual experiments (video-virtual vs. virtual-video) does not affect conceptual understanding in remote inquiry learning¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There were no differences between the Video-Virtual and Virtual-Video sequences for conceptual understanding, in either the post-test or the follow-up-test analyses. → Flegr 2023

Evidence¶

Flegr 2023¶

Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, 101778. https://doi.org/10.1016/j.learninstruc.2023.101778

q3 · i? · causal · r3

Exploratory analyses (RQ1) in the randomized experiment found no sequence differences; the condition × time interaction in the pre-post mixed ANOVA was non-significant (F(2, 151) = 1.50; p = .23). The authors note this "corroborates the findings of the review of Wörner, Kuhn, and Scheiter (2022)".

"there were no differences between the two learning sequences Video-Virtual and Virtual-Video for students' conceptual understanding, neither in the exploratory analyses of the post-test nor in the follow-up-test."

Discussion¶

Related Claims¶

• Learning gains from remote inquiry with virtual and video experiments remain relatively stable from post-test to eight-week follow-up, with a slight decline — related
• Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics — related
• Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling — related
• Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores — related