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The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University

Tweissi, Adiy
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
This study investigated the strategy of embedded questions in educational interactive videos. The educational videos were created and used in two versions: Video with Embedded Questions (VEQ), and Linear Video – a video without Embedded Questions (LV). Video was used as a medium to test the effectiveness of embedded questions strategy. The LV version provided the ability to control the timeline of instructions, whereas VEQ provided the ability to control the timeline of instruction and to interact with embedded questions. Both versions have covered two main topics: battery life reservation, and presentation skills. The VEQ had an embedded multiple-choice questioning system that shows a question up on an over-layered screen, with each of the three answers providing a specific scene as a confirmation feedback whether it is a wrong or correct answer. The dependent variables were comprehension and self-efficacy. Comprehension was measured by assessment scores, and self-efficacy was measured by average percentage from each item in the assessment. The independent variable was having embedded questions system. The methodology was a sequential explanatory approach; a quantitative experiment supported by a qualitative focus group interview. The experimental approach involved dividing the participants (60 graduate students) into a control group exposed to LV version, and an experimental group exposed to VEQ version, and testing them all via assessment designed to measure their comprehension. The findings and discussion are based on theoretical framework of learner control, self-efficacy, and instructional design of VEQ. The results showed a significant difference in terms of assessment average scores and self-efficacy for the favor of embedded questions. Effect sizes were found to be relevant to the usage of embedded questions and levels of self-efficacy; they were irrelevant to the topic of video or participant’s gender. The effect size of embedded questions over assessment scores was 0.916 and over self-efficacy was 1.24. Participant’s gender, however, showed no significant difference in ANOVA test. The embedded questions system had an effect size of 0.13 for presentation skills topic, and 0.12 for battery life topic. Explanation of the results along with technical and instructional recommendations for future research are included in the last chapter, summarizing that embedded questions helped participants to raise self-efficacy and gain more confidence, enhance existing knowledge with new information, rehearse memory, and achieve better learning outcome.
David Moore (Advisor)
Greg Kessler (Committee Member)
Danielle Dani (Committee Member)
Alan Wu (Committee Member)
200 p.
Curriculum Development; Educational Evaluation; Educational Technology
embedded questions; video; educational video; interactive video; learner control; mathemagenic activities; multimedia learning; interactive learning; feedback

Recommended Citations

Citations

  • Tweissi, A. (2016). The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092

    APA Style (7th edition)

  • Tweissi, Adiy. The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092.

    MLA Style (8th edition)

  • Tweissi, Adiy. "The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Ohio University and OhioLINK.