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Title: Failure to Replicate Using Dialogue Videos in Learning: Lessons Learned from an Authentic Course
Authors: Ding, Lu
Adams, Joshua Adams
Stephens, Michelle D
Brownell, Sara
Chi, Michelene T. H.
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Ding, L., Adams, J. A., Stephens, M. D., Brownell, S., & Chi, M. T. (2018). Failure to Replicate Using Dialogue Videos in Learning: Lessons Learned from an Authentic Course. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Previous laboratory studies have found that students learned significantly more from dialogue videos compared to monologue videos. However, these studies were conducted in laboratory conditions, which do not adequately reflect the characteristics of an authentic course environment. Therefore, we replicated the study in an actual blended biology course to test if the benefits of dialogue videos still remain. Contrary to laboratory studies, no significant difference was found in students' learning between the two groups. We then posited that the integrated content, chose of tutees, and students' preference to monologue videos may have caused the discrepancies in the findings. Relevant evidence was provided to support our hypotheses. Implications and limitations were also discussed.
Appears in Collections:ICLS 2018

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