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Abstract Title: Effect of Animated Solution Videos on Physics Learning
Abstract: Students preparing for Physics exams must make decisions on what material to study, how to best prepare, and estimate their preparedness. Previous research has demonstrated that low performing students tend to over predict their learning and preparedness. The use of solution videos is a common intervention aimed at helping students learn Physics content. However the effect of solution videos on student confidence is less well established. We present data where low performing students in an introductory mechanics course completed an intervention involving video solutions. Participants completed a pre-test, viewed animated video solutions, and then completed a post-test. Confidence judgements were made after attempting both pre and post-test problems. Data will show whether or not students are able to learn from viewing video solutions for previously solved problems. We also present data concerning changes in student confidence following the video solution intervention. We discuss the educational implications of our findings.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jason Morphew
University of Illinois at Urbana-Champaign
and Co-Presenter(s)
Jose Mestre (University of Illinois at Urbana-Champaign)