The video-group advantage grew to almost 8 points on a retention assessment taken two weeks later¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The study (video) group scored almost 8 points higher than the control (textbook) group on the 20-question retention quiz two weeks after the base sessions, a statistically significant difference (p < 0.05). → Jose J. Vazquez & Eric P. Chiang 2016
Evidence¶
Jose J. Vazquez & Eric P. Chiang 2016¶
Jose J. Vazquez & Eric P. Chiang. (2016). Preparing Students For Class: A Clinical Trial Testing The Efficacy Between Multimedia Pre-lectures And Textbooks in an Economics Course. Journal of College Teaching & Learning, 13(2). https://eric.ed.gov/?id=EJ1095763
q3 · i? · causal · r2
OLS regression (Model 2, n = 82) on the retention score from a 20-question quiz taken 2 weeks after the initial assessment. The Group coefficient was 7.758 (SE 3.340), significant at p < 0.05; the authors interpret this as an "even greater benefit on concept retention".
"Holding all other variables constant, the study (video) group scored almost 8 points higher in the retention assessment quiz than a student in the control (textbook) group. These statistically significant results suggest that the effect of multimedia videos had an even greater benefit on concept retention."
Discussion¶
Related Claims¶
- Students given multimedia pre-lectures scored almost 6 points higher than textbook-only students on an immediate assessment of economics concepts — related
- The multimedia learning module advantage over the textbook persists on a retention test administered two weeks after the lessons — related
- The learning advantage of multimedia introductory messages is partially visible on global exams and not durable across the study — related
- The benefit of multimedia pre-lectures depends on cognitive level of the question, largest for understanding (Level-2) and analyzing (Level-4) — related
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