Collaborative Research: Investigating Student Learning and Sense-Making from Instructional Calculus Videos

微积分是大学科学、技术、工程和数学(STEM)课程的基石和不可或缺的组成部分，但在所有打算攻读STEM专业的大学生中，只有不到一半的人成功地做到了这一点。教育研究人员发现，微积分对这些学生来说是一个巨大的障碍。为了帮助应对这种情况，在过去的几十年里，教师越来越愿意尝试创新的教学形式，例如为学生提供课外教学视频，以促进更积极和更有吸引力的学习环境。尽管越来越受欢迎，但人们对学生如何观看和学习这些教学视频知之甚少。为了帮助教师设计视频以更好地促进学生学习数学，本项目将收集有关学生如何使用、参与和学习微积分视频的数据。此外，本项目将调查各种构建视频观看体验的方式对学生学习的影响。通过这样做，这个项目将产生关于教学视频的各种实施方法的有效性的新知识，以支持学生理解基础微积分概念和现实世界应用的创造性方法。本项目将有助于理解学生如何从辅助教学视频中理解和学习微积分。项目团队成员将采用信息系统和组织研究领域的想法来调查：(1)学生与视频讲座的互动方式，包括他们如何暂停、跳过和重新观看视频的部分；(2)学生在观看视频时关注和报告关注的方面；(3)学生理解和学习这些视频的方式，以及这与上述其他方面的关系；以及(4)构建视频观看体验的各种方式，如提供提纲或观看前问题，如何影响这些方面的每个方面。数据将来自多个来源，包括学生在观看视频前后对数学内容问题的反应，学生与视频互动的时间戳(即播放、暂停和时移视频)，学生在观看视频时对面试问题的反应，以及学生在观看视频时收集的眼球跟踪数据。混合方法分析将产生关于学生与教学视频互动和从教学视频中学习的方式的知识。对构建视频观看体验的各种方法的调查将有助于该领域理解如何创建和使用视频作为有效的课程资源和学习工具。此外，该项目将为制作和有效使用微积分教学视频制定基于研究的指导方针。通过实现这些目标，该研究项目有可能提高STEM教育的质量，并最终有助于培养一支具有全球竞争力的STEM劳动力队伍。

Calculus is a cornerstone and integral part of college-level science, technology, engineering, and mathematics (STEM) programs, yet less than half of all college students who intend to pursue a major in STEM fields succeed in doing so. Educational researchers have found that calculus presents a significant hurdle for these students. To help counter this, over the past few decades, instructors have become increasingly willing to experiment with innovative teaching formats, such as providing students with instructional videos outside of class to promote a more active and engaging learning environment. Despite this increasing popularity, relatively little is known about how students watch and learn from these instructional videos. To help instructors design videos to better promote student learning of mathematics, this project will collect data about how students use, engage with, and learn from calculus videos. Furthermore, this project will investigate the impact that various ways of structuring the video-watching experience has on student learning. In doing so, this project will generate new knowledge about the effectiveness of various implementation methods for instructional videos in supporting students' productive ways of understanding foundational calculus concepts and real-world applications.This project will contribute to the understanding of how students make sense of and learn calculus from supplementary instructional videos. Project team members will adapt ideas from the fields of information systems and organizational studies to investigate: (1) the ways students interact with video lectures, including how they pause, skip, and re-watch portions of the videos; (2) the aspects of the videos students attend to - and report attending to - as they watch; (3) the ways students make sense of and learn from these videos, and how this relates the other aspects described above; and (4) how various ways of structuring the video-watching experience, such as providing an outline or pre-watching questions, can influence each of these aspects. Data will be obtained from multiple sources, including student responses to mathematical content questions before and after watching videos, timestamps of students' interactions with videos (i.e., playing, pausing, and time-shifting videos), student responses to interview questions as they watch videos, and eye-tracking data collected as students watch videos. The mixed-methods analysis will yield knowledge about the ways students interact with and learn from instructional videos. This investigation into various methods of structuring the video-watching experience will contribute to the field's understanding of how to create and use videos as effective curricular resources and learning tools. In addition, the project will produce research-based guidelines for creating and effectively using instructional calculus videos. By achieving these goals, the research project has the potential to improve the quality of STEM education and, ultimately, contribute to the development of a globally competitive STEM workforce.