Identical overt behaviors can reflect different engagement modes: a video-watching example¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Watching a video with versus without an observation assignment can yield active or constructive engagement despite identical overt behavior. → Thurn 2023

Evidence¶

Thurn 2023¶

Thurn, C. M., Edelsbrunner, P. A., Berkowitz, M., Deiglmayr, A. & Schalk, L. (2023). Questioning central assumptions of the ICAP framework. npj Science of Learning 8:49. https://doi.org/10.1038/s41539-023-00197-4

q1 · i? · theoretical · r3

Illustrative argument (no data) in the critique section: the same overt behavior of video watching can be passive, active, or constructive depending on an observation assignment, so overt behavior alone cannot identify the engagement mode.

"watching a video while following an observation assignment (e.g. paying attention to a speci fic event in the video that is crucial for understanding a key concept) can bring students into a mode that is cognitively active"

Discussion¶

Related Claims¶

• Engagement mode is orthogonal to instructional task: any task can be engaged at any of the four modes — a broader claim this one bears on
• Video review scaffolds self-regulated learning, and hands-on activity groups show greater self-regulation than virtual simulation groups — related
• Young children's video interpretation of their own mathematical play reveals both mathematical and social-affective sensemaking — related
• Among 32 dyads in an open-ended collaborative tabletop task, three behavioral clusters split into two learning (gainer) profiles and one non-learning profile despite similar task performance — related
• Students who chose to comment on videos and rate comments (active/constructive) were reported to gain conceptual understanding of presentation skills while passive watchers did not, in self-selected groups — related
• Specified aspects acted as micro-scaffolds: comments on example videos were almost equally distributed over the aspects, indicating participants watched with those aspects in mind — related