Detail Page

Physical Review Physics Education Research
written by Spencer Dunleavy, Greg Kestin, Kristina Callaghan, Logan McCarty, and Louis Deslauriers
The typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel to them. This can leave students overwhelmed, slow the pace of their learning, and lower their motivation. We find that carefully designed multimedia summaries in the form of one-minute videos and short text summaries can significantly increase students' understanding of the material as well as their ability to organize information into a useful mental framework, as measured by their performances on a concept mapping exercise and a conceptual test of learning. Notably, we show that these improvements can be achieved with negligible increase in overall time students spend on the course material each week. We discuss reasons why these short postlecture summaries helped students learn more, namely, that (i) they likely increased students' ability to chunk and organize information while minimizing the extraneous cognitive load imposed by the materials, and (ii) they likely improved students' ability to consolidate and transfer knowledge through the use of contrasting cases. We provide a set of detailed recommendations that instructors can use to develop effective postlecture multimedia summaries. We suggest that one of the most important and impactful recommendations is incorporating student thinking in the design of these types of summaries informed by the input of qualified former students or teaching assistants with significant experience interacting with students in the course.
Physical Review Physics Education Research: Volume 18, Issue 1, Pages 010110
Subjects Levels Resource Types
Education Foundations
- Achievement
- Assessment
= Formative Assessment
= Self Assessment
- Cognition
= Cognition Development
- Problem Solving
= Frameworks
= Processes
- Research Design & Methodology
= Data
= Validity
- Student Characteristics
= Ability
= Affect
= Skills
Education Practices
- Instructional Material Design
- Technology
= Multimedia
Electricity & Magnetism
- General
General Physics
- Physics Education Research
Other Sciences
- Life Sciences
- Lower Undergraduate
- High School
- Reference Material
= Research study
Intended Users Formats Ratings
- Educators
- Professional/Practitioners
- Administrators
- Researchers
- application/pdf
- text/html
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.010110
Keywords:
Harvard physics videos, Physics for Life Sciences, Physics for Premed, cognitive models, knowledge retention, long-term learning, physics efficacy, schema, visual media
Record Creator:
Metadata instance created January 28, 2022 by Lyle Barbato
Record Updated:
April 1, 2023 by Caroline Hall
Last Update
when Cataloged:
January 28, 2022
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
S. Dunleavy, G. Kestin, K. Callaghan, L. McCarty, and L. Deslauriers, , Phys. Rev. Phys. Educ. Res. 18 (1), 010110 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.010110).
AJP/PRST-PER
S. Dunleavy, G. Kestin, K. Callaghan, L. McCarty, and L. Deslauriers, Increased learning in a college physics course with timely use of short multimedia summaries, Phys. Rev. Phys. Educ. Res. 18 (1), 010110 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.010110>.
APA Format
Dunleavy, S., Kestin, G., Callaghan, K., McCarty, L., & Deslauriers, L. (2022, January 28). Increased learning in a college physics course with timely use of short multimedia summaries. Phys. Rev. Phys. Educ. Res., 18(1), 010110. Retrieved July 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.010110
Chicago Format
Dunleavy, S, G. Kestin, K. Callaghan, L. McCarty, and L. Deslauriers. "Increased learning in a college physics course with timely use of short multimedia summaries." Phys. Rev. Phys. Educ. Res. 18, no. 1, (January 28, 2022): 010110, https://doi.org/10.1103/PhysRevPhysEducRes.18.010110 (accessed 20 July 2024).
MLA Format
Dunleavy, Spencer, Greg Kestin, Kristina Callaghan, Logan McCarty, and Louis Deslauriers. "Increased learning in a college physics course with timely use of short multimedia summaries." Phys. Rev. Phys. Educ. Res. 18.1 (2022): 010110. 20 July 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.010110>.
BibTeX Export Format
@article{ Author = "Spencer Dunleavy and Greg Kestin and Kristina Callaghan and Logan McCarty and Louis Deslauriers", Title = {Increased learning in a college physics course with timely use of short multimedia summaries}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {1}, Pages = {010110}, Month = {January}, Year = {2022} }
Refer Export Format

%A Spencer Dunleavy %A Greg Kestin %A Kristina Callaghan %A Logan McCarty %A Louis Deslauriers %T Increased learning in a college physics course with timely use of short multimedia summaries %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %D January 28, 2022 %P 010110 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010110 %O application/pdf

EndNote Export Format

%0 Journal Article %A Dunleavy, Spencer %A Kestin, Greg %A Callaghan, Kristina %A McCarty, Logan %A Deslauriers, Louis %D January 28, 2022 %T Increased learning in a college physics course with timely use of short multimedia summaries %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %P 010110 %8 January 28, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010110


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials