Choose individual texts and videos appropriate for specific students rather than deciding by representational format¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The article's general discussion recommends that material selection be tailored to the individual student rather than governed by whether the material is text or video. It states it is "crucial for (preservice) teachers to choose individual texts and videos that are appropriate for specific students and to avoid making general decisions based on the representational format", because perceiving videos as universally easy can overstrain students when videos are long and complex.

Design Implications¶

Context¶

Requirements¶

• Teachers need information about individual students' achievement, self-regulation competencies, and the length and complexity of candidate materials.

Constraints¶

• Short videos with simple content are easy to process, but long and complex videos may be harder to understand than texts, so format-based generalizations fail.

Target Learners¶

• Primary and secondary school students in differentiated classrooms

Target Learning Goals¶

• Selecting appropriately difficult material formats to support academic development without over- or under-challenging students

Claims¶

• Student achievement level, not ethnic background, predicted preservice teachers' text-versus-video material choice in Study 2 [+W]
• Path analysis showed material choice reasons tracked attributions: text was chosen for perceived high ability and effort, video for low evaluations of both [+W]
• Preservice teachers rated the video as simpler and more superficial than the text with the same content [+W]

Related Strategies¶

• Providing Multiple Means of Representation
• Use background-characteristic evidence to decide when and for whom to deploy game-based learning and whether to tailor instruction
• Tailor practice format to students' motivational profiles, particularly baseline self-efficacy and format favorability

Examples¶

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Key Sources¶

• Sabine Schlag, Sabine Glock. (2024). The roles that students' ethnicity and achievement levels play in teachers' choice of learning materials in online teaching: evidence from two experimental studies. Instructional Science. https://doi.org/10.1007/s11251-024-09681-9