Dommett Eleanor J, Dinu Larisa M, Van Tilburg Wijnand, Keightley Samuel, Gardner Benjamin
Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, London, SE5 8AF UK.
Centre for Technology Enhanced Learning, King's College London, London, SE1 9NH UK.
Int J Educ Technol High Educ. 2022;19(1):20. doi: 10.1186/s41239-022-00327-9. Epub 2022 Apr 26.
Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover design to establish the effects of transcripts with closed captioning, and email reminders, on use (self-reported and system analytics), perceptions of lecture capture and student performance, as measured by multiple-choice question (MCQ) tests designed to assess the module learning outcomes. System analytics (N = 129) and survey data (N = 42) were collected from students alongside qualitative data from semi-structured interviews (N = 8). We found that students value lecture capture highly, but do not access it extensively during the teaching period. The availability of transcripts and closed captions did not impact the amount of capture use or performance on MCQ tests, but did result in more positive perceptions of capture, including increased likelihood of recommending it to others. The use of email reminders referring students to specific segments of capture and reminding them of the functionality had no impact on any measure, although qualitative data suggested that the content of reminders may be used in revision rather than during the teaching period, which fell outside the period we investigated. Collectively, these data suggest that the use of captions and transcripts may be beneficial to students by allowing dual processing of visual and audio content, and a searchable resource to help consolidate their learning but there is little evidence to support reminders.
The online version contains supplementary material available at 10.1186/s41239-022-00327-9.
讲座录制在高等教育中很受欢迎，但先前的研究表明，学生并不总是能最佳地选择要复习的内容，也没有充分利用特定功能。在2019/20学年进行的当前研究中，我们采用重复测量交叉设计，以确定带有隐藏字幕的文字记录和电子邮件提醒对使用情况（自我报告和系统分析）、对讲座录制的看法以及学生成绩的影响，成绩通过旨在评估模块学习成果的多项选择题（MCQ）测试来衡量。我们从学生那里收集了系统分析数据（N = 129）和调查数据（N = 42），同时还收集了来自半结构化访谈的定性数据（N = 8）。我们发现，学生高度重视讲座录制，但在教学期间并没有广泛使用。文字记录和隐藏字幕的可用性并未影响讲座录制的使用量或MCQ测试成绩，但确实使对讲座录制的看法更积极，包括增加了向他人推荐的可能性。向学生发送电子邮件提醒，提及讲座录制的特定片段并提醒他们其功能，对任何指标都没有影响，尽管定性数据表明提醒内容可能用于复习而非教学期间，而教学期间不在我们调查的时间段内。总体而言，这些数据表明，使用字幕和文字记录可能对学生有益，因为它允许对视觉和音频内容进行双重处理，并且提供了可搜索的资源来帮助巩固学习，但几乎没有证据支持提醒的作用。
在线版本包含可在10.1186/s41239-022-00327-9获取的补充材料。
