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Making Educational Videos More Engaging and Enjoyable for All Ages: An Exploratory Study on the Influence of Embedded Questions

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Title: Making Educational Videos More Engaging and Enjoyable for All Ages: An Exploratory Study on the Influence of Embedded Questions
Language: English
Authors: Zolkwer, Morgan B. (ORCID 0000-0002-4967-7667), Hidalgo, Rafael (ORCID 0000-0001-5331-7608), Singer, Bryan F. (ORCID 0000-0003-3474-6137)
Source: International Journal of Lifelong Education. 2023 42(3):283-297.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Film Production, Instructional Films, Video Technology, Questioning Techniques, Learner Engagement, Distance Education, Interactive Video, Gender Differences, Age Differences, Instructional Effectiveness, Lifelong Learning, Open Universities, Curriculum Design
DOI: 10.1080/02601370.2023.2196449
ISSN: 0260-1370
1464-519X
Abstract: There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g. 25-34) seemed to benefit more from questions during videos than slightly older students (35-44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392464
Database: ERIC
FullText Text:
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  Data: Making Educational Videos More Engaging and Enjoyable for All Ages: An Exploratory Study on the Influence of Embedded Questions
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  Data: <searchLink fieldCode="AR" term="%22Zolkwer%2C+Morgan+B%2E%22">Zolkwer, Morgan B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4967-7667">0000-0002-4967-7667</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hidalgo%2C+Rafael%22">Hidalgo, Rafael</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5331-7608">0000-0001-5331-7608</externalLink>)<br /><searchLink fieldCode="AR" term="%22Singer%2C+Bryan+F%2E%22">Singer, Bryan F.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3474-6137">0000-0003-3474-6137</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Lifelong+Education%22"><i>International Journal of Lifelong Education</i></searchLink>. 2023 42(3):283-297.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 15
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Film+Production%22">Film Production</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Films%22">Instructional Films</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Video%22">Interactive Video</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Universities%22">Open Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink>
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  Data: 10.1080/02601370.2023.2196449
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  Data: 0260-1370<br />1464-519X
– Name: Abstract
  Label: Abstract
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  Data: There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g. 25-34) seemed to benefit more from questions during videos than slightly older students (35-44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions.
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  Data: EJ1392464
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        Value: 10.1080/02601370.2023.2196449
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Age Differences
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Curriculum Design
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