Ferguson Amberly A, Nightingale Lia M
J Chiropr Educ. 2024 Oct 23;38(2):92-99. doi: 10.7899/JCE-23-21.
Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum.
All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p < .05).
Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p < .05), yielding moderate to large effect sizes.
Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material.
提供讲座材料的视频记录可能会提高学生学习的灵活性，但这会改变出勤率或影响他们的成绩吗？本项目评估了学生使用视频的程度和目的，并评估了视频对脊椎按摩疗法课程中一年级基础科学课程成绩的影响。
邀请所有就读于美国一所脊椎按摩疗法学院的一年级学生完成一项回顾性调查，内容涉及他们上学期注册的基础科学课程的视频使用情况、出勤情况和学习行为。为每位同意参与的学生第三方获取成绩。统计分析包括描述性统计和每门课程的独立t检验。对所有具有统计学意义的课程（p < 0.05）计算使用科恩d值的效应量。
总体而言，260名学生完成了调查问卷，共评估了18门课程。视频记录的感知有用性与更高的使用频率相关，主要用于备考。78%的学生更喜欢简短的总结视频而非完整的讲座记录。在第一到第三孕期，用视频取代讲座的比例分别从21.9%增加到53.2%。在神经解剖学I、神经解剖学II、大体解剖学II、器官组织学和内分泌学课程中使用视频与较低的考试成绩和总成绩相关（p < 0.05），产生了中等至较大的效应量。
视频的使用频率为每周不到1小时，主要用于备考。当用作学习工具时，使用视频会降低课程成绩。为考试而反复观看视频可能会被误认为掌握了知识。
