成为指标素养者：分析教授 h 指数的短视频
Becoming metrics literate: An analysis of brief videos that teach about the h-index.
机构信息
Uniformed Services University of the Health Sciences, Bethesda, Maryland, United States of America.
University of Ottawa, School of Information Studies, Ottawa, Ontario, Canada.
出版信息
PLoS One. 2022 May 6;17(5):e0268110. doi: 10.1371/journal.pone.0268110. eCollection 2022.
INTRODUCTION
Academia uses scholarly metrics, such as the h-index, to make hiring, promotion, and funding decisions. These high-stakes decisions require that those using scholarly metrics be able to recognize, interpret, critically assess and effectively and ethically use them. This study aimed to characterize educational videos about the h-index to understand available resources and provide recommendations for future educational initiatives.
METHODS
The authors analyzed videos on the h-index posted to YouTube. Videos were identified by searching YouTube and were screened by two authors. To code the videos the authors created a coding sheet, which assessed content and presentation style with a focus on the videos' educational quality based on Cognitive Load Theory. Two authors coded each video independently with discrepancies resolved by group consensus.
RESULTS
Thirty-one videos met inclusion criteria. Twenty-one videos (68%) were screencasts and seven used a "talking head" approach. Twenty-six videos defined the h-index (83%) and provided examples of how to calculate and find it. The importance of the h-index in high-stakes decisions was raised in 14 (45%) videos. Sixteen videos (52%) described caveats about using the h-index, with potential disadvantages to early researchers the most prevalent (n = 7; 23%). All videos incorporated various educational approaches with potential impact on viewer cognitive load. A minority of videos (n = 10; 32%) displayed professional production quality.
DISCUSSION
The videos featured content with potential to enhance viewers' metrics literacies such that many defined the h-index and described its calculation, providing viewers with skills to recognize and interpret the metric. However, less than half described the h-index as an author quality indicator, which has been contested, and caveats about h-index use were inconsistently presented, suggesting room for improvement. While most videos integrated practices to facilitate balancing viewers' cognitive load, few (32%) were of professional production quality. Some videos missed opportunities to adopt particular practices that could benefit learning.
简介
学术界使用学术指标（如 h 指数）来做出招聘、晋升和资助决策。这些高风险决策要求使用学术指标的人能够识别、解释、批判性评估，并以有效和合乎道德的方式使用它们。本研究旨在描述 h 指数教育视频，以了解可用资源，并为未来的教育计划提供建议。
方法
作者分析了发布在 YouTube 上的 h 指数教育视频。通过在 YouTube 上搜索来识别视频，并由两位作者进行筛选。为了对视频进行编码，作者创建了一个编码表，该表根据认知负荷理论，重点评估视频的教育质量，并评估内容和呈现风格。两位作者独立对每个视频进行编码，如果存在分歧，则通过小组共识解决。
结果
符合纳入标准的视频有 31 个。其中 21 个视频（68%）为屏幕录制，7 个使用“说话人头像”的方法。26 个视频（83%）定义了 h 指数，并提供了如何计算和查找它的示例。14 个视频（45%）提到了 h 指数在高风险决策中的重要性。16 个视频（52%）描述了使用 h 指数的注意事项，其中早期研究人员面临的潜在劣势最为普遍（n = 7；23%）。所有视频都采用了各种教育方法，可能会对观众的认知负荷产生影响。少数视频（n = 10；32%）展示了专业的制作质量。
讨论
这些视频的内容具有提高观众指标素养的潜力，许多视频定义了 h 指数并描述了其计算方法，为观众提供了识别和解释该指标的技能。然而，只有不到一半的视频将 h 指数描述为作者质量指标，这一点存在争议，而且对 h 指数使用的注意事项的介绍也不一致，这表明还有改进的空间。虽然大多数视频都整合了一些实践来帮助平衡观众的认知负荷，但只有少数（32%）视频具有专业的制作质量。一些视频错过了采用可能有助于学习的特定实践的机会。
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