Collaborative Research: Developing and Testing a Framework to Evaluate the Quality of Chemistry Instructional Videos Students are Watching on YouTube

合作研究：开发和测试一个框架来评估学生在 YouTube 上观看的化学教学视频的质量

• 批准号: 2314955
• 负责人: Deborah Herrington
• 金额: $ 20.73万
• 依托单位: Grand Valley State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-15 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314955&HistoricalAwards=false
• 关键词: Collaborative; Research; Developing; Testing; Framework

This project aims to serve the national interest by identifying ways to improve the quality of chemistry educational videos that students are accessing with increasing frequency on platforms such as YouTube. This individual control of learning allows students to find the right video to meet their needs at any time of day. However, the huge number of videos and greatly varying instructional quality means that students (and instructors!) need help narrowing down this increasingly large volume of content to identify the most effective videos for supporting student learning. The recent shift to remote instruction necessitated by COVID made the quantity of videos even more unmanageable. This project aims to identify elements of instructional videos that are most important for supporting students’ learning of chemistry concepts and evaluate the extent to which the most frequently watched chemistry instructional videos incorporate those elements. This project will contribute to the advancement of knowledge by identifying strengths and weaknesses of the most frequently viewed chemistry instructional videos and indicate core introductory chemistry concepts for which there is a need for more high-quality instructional videos. The video evaluation framework developed as part of this project will serve as a resource both for evaluating videos and for developing a set of guidelines that can be used for developing high quality videos in the future. The goal of this project is to develop and test an evidence-based framework for evaluating the instructional quality of the most frequently watched chemistry concept videos on YouTube. The educational, cognitive psychology, and chemistry education literature have identified many important criteria for supporting student conceptual understanding in chemistry. Instruction should connect the levels of chemistry instruction (macroscopic, particulate, and symbolic), include three-dimensional learning and causal mechanistic reasoning, and actively engage students in the learning process. Effective instructional videos should employ Mayer’s twelve multimedia principles based on the dual-channel assumption, the limited-capacity assumption, and the active-processing assumption, to engage students in learning. The framework based on these ideas will be refined and tested with videos covering multiple core general chemistry concepts such as Le Chatelier’s Principle, bonding, intermolecular forces, and kinetic molecular theory of gases. For each core chemistry concept investigated, specific expectations will be developed to identify how a video would meet each criterion. Videos for analysis will be identified by conducting searches with a variety of search terms and filtering the videos using the following guidelines: (1) videos for educational purposes; (2) 15 min or less; (3) in English; and (4) over 100,000 views. Selected videos will be independently coded by multiple researchers using the developed framework to establish interrater reliability. Data from the analyses will be used to answer the following research questions: 1. How well do the most watched chemistry videos for core introductory chemistry concepts incorporate features that support conceptual understanding?2. How well do the most watched chemistry videos for core introductory chemistry concepts incorporate the features of quality instructional videos?3. What quality criteria are most frequently incorporated into or missing from the most highly viewed videos?4. How frequently are videos that meet most/all the criteria for high-quality instruction viewed? A robust evaluation framework combined with identification of commonly lacking features, content area gaps, and engaging video features will allow the project to provide clear recommendations for the development of high-quality chemistry education videos that are attractive to students and support conceptual learning in chemistry. Although this project focuses on conceptual introductory chemistry videos, the aim is for the evaluation framework to be suitable for use with minor modifications in other chemistry subdisciplines (e.g., organic chemistry) or other science disciplines (geology, biology, physics). The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过确定如何提高学生在YouTube等平台上越来越频繁地访问的化学教育视频的质量来服务于国家利益。这种对学习的个人控制使学生能够在一天中的任何时间找到合适的视频来满足他们的需求。然而，大量的视频和差异很大的教学质量意味着学生（和教师！）需要帮助缩小这一日益庞大的内容量，以确定最有效的视频支持学生的学习。最近因COVID而需要转向远程教学，使得视频的数量更加难以管理。本项目旨在确定教学视频中对支持学生学习化学概念最重要的元素，并评估最常观看的化学教学视频中包含这些元素的程度。该项目将通过确定最常观看的化学教学视频的优点和缺点，并指出需要更多高质量教学视频的核心介绍化学概念，从而促进知识的进步。作为该项目的一部分开发的视频评估框架将作为评估视频和开发一套可用于未来开发高质量视频的指南的资源。该项目的目标是开发和测试一个基于证据的框架，用于评估YouTube上最常观看的化学概念视频的教学质量。教育学、认知心理学和化学教育文献已经确定了许多支持学生化学概念理解的重要标准。教学应连接化学教学的水平（宏观，颗粒和符号），包括三维学习和因果机械推理，并积极参与学生的学习过程。有效的教学视频应该采用迈耶的12个多媒体原则，基于双通道假设，有限容量假设和主动处理假设，让学生参与学习。基于这些想法的框架将通过视频进行完善和测试，这些视频涵盖了多个核心的一般化学概念，如Le Chatelier原理，键合，分子间力和气体的分子动力学理论。对于每个研究的核心化学概念，将制定具体的期望，以确定视频如何满足每个标准。将通过使用各种搜索词进行搜索并使用以下准则过滤视频来识别用于分析的视频：（1）用于教育目的的视频;（2）15分钟或更短;（3）英语;以及（4）超过100，000次观看。选定的视频将由多个研究人员使用开发的框架独立编码，以建立评价者间的可靠性。分析的数据将用于回答以下研究问题：1。最受关注的化学视频中核心化学概念介绍的功能如何支持概念理解？2.最受关注的化学视频核心介绍化学概念结合质量教学视频的特点有多好？3.什么样的质量标准是最常见的被纳入或从最高浏览量的视频缺失？4.满足大多数/所有高质量教学标准的视频被观看的频率如何？一个强大的评估框架，结合识别普遍缺乏的功能，内容领域的差距，并从事视频功能，将使该项目提供明确的建议，高质量的化学教育视频的发展是有吸引力的学生和支持化学概念学习。虽然这个项目的重点是概念介绍化学视频，其目的是为评估框架是适合使用与其他化学分支学科（例如，有机化学）或其他科学学科（地质学、生物学、物理学）。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。