Making educational videos more engaging and enjoyable for all ages: an exploratory study on the influence of embedded questions

References

• Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018
   Web of Science ®Google Scholar
• Arghode, V., Brieger, E. W., & McLean, G. N. (2017). Adult learning theories: Implications for online instruction. European Journal of Training and Development, 41(7), 593–609. https://doi.org/10.1108/EJTD-02-2017-0014
   Web of Science ®Google Scholar
• Arguel, A., & Jamet, E. (2009). Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior, 25(2), 354–359. https://doi.org/10.1016/j.chb.2008.12.014
   Web of Science ®Google Scholar
• Chen, Y. T., Liou, S., & Chen, L. F. (2019). The relationships among gender, cognitive styles, learning strategies, and learning performance in the flipped classroom. International Journal of Human–Computer Interaction, 35(4–5), 395–403. https://doi.org/10.1080/10447318.2018.1543082
   Web of Science ®Google Scholar
• Chouhan, R. (2021). Effective interactive video assignments and rewatch analytics for online flipped classrooms. 2021 IEEE 1st International Conference on Advanced Learning Technologies on Education & Research (ICALTER), 1–4. https://doi.org/10.1109/ICALTER54105.2021.9675132
   Google Scholar
• Costley, J., Fanguy, M., Lange, C., & Baldwin, M. (2020). The effects of video lecture viewing strategies on cognitive load. Journal of Computing in Higher Education, 33(1), 0123456789. https://doi.org/10.1007/s12528-020-09254-y
   Web of Science ®Google Scholar
• Cummins, S., Beresford, A. R., & Rice, A. (2016). Investigating engagement with in-video quiz questions in a programming course. IEEE Transactions on Learning Technologies, 9(1), 57–66. https://doi.org/10.1109/TLT.2015.2444374
   Web of Science ®Google Scholar
• Davidson, D. J., Zacks, R. T., & Williams, C. C. (2003). Stroop interference, practice, and aging. Neuropsychology, Development, and Cognition Section B, Aging, Neuropsychology and Cognition, 10(2), 85–98. https://doi.org/10.1076/anec.10.2.85.14463
   PubMed Web of Science ®Google Scholar
• Dedeilia, A., Sotiropoulos, M. G., Hanrahan, J. G., Janga, D., Dedeilias, P., & Sideris, M. (2020). Medical and surgical education challenges and innovations in the COVID-19 era: A systematic review. Vivo, 34(3 Suppl), 1603–1611. https://doi.org/10.21873/invivo.11950
   PubMed Web of Science ®Google Scholar
• Guerreiro, M. J. S., Murphy, D. R., & Van Gerven, P. W. M. (2010). The role of sensory modality in age-related distraction: A critical review and a renewed view. Psychological Bulletin, 136(6), 975–1022. https://doi.org/10.1037/a0020731
   PubMed Web of Science ®Google Scholar
• Haagsman, M. E., Scager, K., Boonstra, J., & Koster, M. C. (2020). Pop-up questions within educational videos: Effects on students’ learning. Journal of Science Education and Technology, 29(6), 713–724. https://doi.org/10.1007/s10956-020-09847-3
   Web of Science ®Google Scholar
• Heaggans, R. C. (2012). The 60’s are the new 20’s: Teaching older adults technology. SRATE Journal, 21(2), 1–8. http://files.eric.ed.gov/fulltext/EJ990630.pdf
   Google Scholar
• Hess, T. M., & Ennis, G. E. (2012). Age differences in the effort and costs associated with cognitive activity. The Journals of Gerontology Series B, Psychological Sciences and Social Sciences, 67(4), 447–455. https://doi.org/10.1093/geronb/gbr129
   PubMed Web of Science ®Google Scholar
• Ibrahim, M. (2012). Implications of designing instructional video using cognitive theory of multimedia learning. https://www.semanticscholar.org/paper/23f31de553b78ed2628567814e4bc32bdb85882d
   Google Scholar
• Iwanaga, J., Loukas, M., Dumont, A. S., & Tubbs, R. S. (2021). A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clinical Anatomy, 34(1), 108–114. https://doi.org/10.1002/ca.23655
   PubMed Web of Science ®Google Scholar
• Jacoby, L. L., Wahlheim, C. N., & Coane, J. H. (2010). Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition. Journal of Experimental Psychology Learning, Memory, and Cognition, 36(6), 1441–1451. https://doi.org/10.1037/a0020636
   PubMed Web of Science ®Google Scholar
• Kestin, G., & Miller, K. (2022). Harnessing active engagement in educational videos: Enhanced visuals and embedded questions. Physical Review Physics Education Research, 18(1), 010148. https://doi.org/10.1103/PhysRevPhysEducRes.18.010148
   Web of Science ®Google Scholar
• Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40(2), 147–156. https://doi.org/10.1152/advan.00138.2015
   PubMed Web of Science ®Google Scholar
• Laal, M., & Salamati, P. (2012). Lifelong learning; Why do we need it? Procedia - Social and Behavioral Sciences, 31, 399–403. https://doi.org/10.1016/j.sbspro.2011.12.073
   Google Scholar
• Latanich, G., Nonis, S. A., & Hudson, G. I. (2001). A profile of today’s distance learners: An investigation of demographic and individual difference variables of distance and non-distance learners. Journal of Marketing for Higher Education, 11(3), 1–16. https://doi.org/10.1300/J050v11n03_01
   Google Scholar
• Lavigne, E., & Risko, E. F. (2018). Optimizing the use of interpolated tests: The influence of interpolated test lag. Scholarship of Teaching and Learning in Psychology, 4(4), 211–221. https://doi.org/10.1037/stl0000118
   Google Scholar
• Lawson, T. J., Bodle, J. H., Houlette, M. A., & Haubner, R. R. (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology, 33(1), 31–33. https://doi.org/10.1207/s15328023top3301_7
   Web of Science ®Google Scholar
• Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. https://doi.org/10.1186/s41039-016-0044-2
   PubMedGoogle Scholar
• Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
   Web of Science ®Google Scholar
• Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93(2), 390–397. https://doi.org/10.1037//0022-0663.93.2.390
   Web of Science ®Google Scholar
• Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95(4), 806–812. https://doi.org/10.1037/0022-0663.95.4.806
   Web of Science ®Google Scholar
• Narushima, M. (2008). More than nickels and dimes: The health benefits of a community‐based lifelong learning programme for older adults. International Journal of Lifelong Education, 27(6), 673–692. https://doi.org/10.1080/02601370802408332
   Google Scholar
• Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers & Education, 68, 284–292. https://doi.org/10.1016/j.compedu.2013.05.016
   Web of Science ®Google Scholar
• Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713
   Web of Science ®Google Scholar
• O’flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
   Web of Science ®Google Scholar
• Osam, E. K., Bergman, M., & Cumberland, D. M. (2017). An integrative literature review on the barriers impacting adult learners’ return to college. Adult Learning, 28(2), 54–60. https://doi.org/10.1177/1045159516658013
   Web of Science ®Google Scholar
• Paechter, C., Toft, A., & Carlile, A. (2021). Non-binary young people and schools: Pedagogical insights from a small-scale interview study. Pedagogy, Culture & Society, 29(5), 695–713. https://doi.org/10.1080/14681366.2021.1912160
   Web of Science ®Google Scholar
• Phillips, J. A., Schumacher, C., & Arif, S. (2016). Time spent, workload, and student and faculty perceptions in a blended learning environment. American Journal of Pharmaceutical Education, 80(6), 102. https://doi.org/10.5688/ajpe806102
   PubMed Web of Science ®Google Scholar
• Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
   Google Scholar
• Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349–359. https://doi.org/10.1111/j.1365-2729.2006.00181.x
   Web of Science ®Google Scholar
• Renner, B. J., & Skursha, E. (2022). Support for adult students to overcome barriers and improve persistence. Journal of Continuing Higher Education, 1–10. https://doi.org/10.1080/07377363.2022.2065435
   Web of Science ®Google Scholar
• Richardson, J. T. E., & Woodley, A. (2003). Another look at the role of age, gender and subject as predictors of academic attainment in higher education. Studies in Higher Education, 28(4), 475–493. https://doi.org/10.1080/0307507032000122305
   Web of Science ®Google Scholar
• Schroeder, L. B., & Dorn, B. (2016). Enabling and integrating online formative assessment in a flipped calculus course. PRIMUS, 26(6), 585–602. https://doi.org/10.1080/10511970.2015.1050619
   Google Scholar
• Simonds, T. A., & Brock, B. L. (2014). Relationship between age, experience, and student preference for types of learning activities in online courses. Journal of Educators Online, 11(1), 1. http://files.eric.ed.gov/fulltext/EJ1020106.pdf
   Google Scholar
• Stoet, G., O’connor, D. B., Conner, M., & Laws, K. R. (2013). Are women better than men at multi-tasking? BMC Psychology, 1(1), 1–10. https://doi.org/10.1186/2050-7283-1-18
   PubMedGoogle Scholar
• Szpunar, K. K., Jing, H. G., & Schacter, D. L. (2014). Overcoming overconfidence in learning from video-recorded lectures: Implications of interpolated testing for online education. Journal of Applied Research in Memory and Cognition, 3(3), 161–164. https://doi.org/10.1016/j.jarmac.2014.02.001
   Web of Science ®Google Scholar
• Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences of the United States of America, 110(16), 6313–6317. https://doi.org/10.1073/pnas.1221764110
   PubMed Web of Science ®Google Scholar
• Torres, D., Pulukuri, S., & Abrams, B. (2022). Embedded questions and targeted feedback transform passive educational videos into effective active learning tools. Journal of Chemical Education, 99(7), 2738–2742. https://doi.org/10.1021/acs.jchemed.2c00342
   Web of Science ®Google Scholar
• van der Meij, H., & Bӧckmann, L. (2021). Effects of embedded questions in recorded lectures. Journal of Computing in Higher Education, 33(1), 235–254. https://doi.org/10.1007/s12528-020-09263-x
   Web of Science ®Google Scholar
• Vural, Ö. F. (2013). The impact of a question-embedded video-based learning tool on E-learning. Educational Sciences: Theory & Practice, 13(October 2012), 4–6.
   Google Scholar
• Weinstein, L. B. (2004). Lifelong learning benefits older adults. Activities, Adaptation & Aging, 28(4), 1–12. https://doi.org/10.1300/J016v28n04_01
   Google Scholar
• Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747–760. https://doi.org/10.1080/02602938.2011.572153
   Web of Science ®Google Scholar
• World Health Organization. (2021, June 14). Considerations for implementing and adjusting public health and social measures in the context of COVID-19: interim guidance. apps.who.int. https://apps.who.int/iris/bitstream/handle/10665/341811/WHO-2019-nCoV-Adjusting-PH-measures-2021.1-chi.pdf
   Google Scholar
• Yang, Z., & Xie, P. (2021). Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures. Learning and Individual Differences. https://www.sciencedirect.com/science/article/pii/S1041608021000923?casa_token=FEbYeLyrXjYAAAAA:j1leAxEarYQUjYb98Sdr2UpKCxN1V1cISZvTQpm9IcKrA7MlbSkSTNQp-yrzhBKh8FYxIteY7FM
   Google Scholar
• Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477–501. https://doi.org/10.1023/a:1023967026413
   Web of Science ®Google Scholar
• Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 14. https://doi.org/10.1186/s41239-021-00252-3
   PubMed Web of Science ®Google Scholar