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提高学生在YouTube等平台上频率越来越多的化学教育视频质量的方法来服务国家利益。这种对学习的个人控制使学生可以在一天中的任何时间找到正确的视频来满足他们的需求。但是，大量视频和大大不同的教学质量意味着学生（和讲师！）需要帮助缩小越来越大的内容，以确定最有效的视频，以支持学生学习。最近，Covid所需的远程指令的转变使视频数量变得更加难以管理。该项目旨在确定教学视频的要素，这些元素对于支持学生学习化学概念最重要，并评估最经常观看的化学教学视频结合这些元素的程度。该项目将通过确定最常见的化学教学视频的优势和劣势来促进知识的发展，并指出核心介绍化学概念，其中需要更多高质量的教学视频。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制定一组指南的资源，这些准则将来可用于开发高质量的视频。该项目的目的是开发和测试一个基于证据的框架，以评估YouTube上最经常观看的化学概念视频的教学质量。教育，认知心理学和化学教育文献已经确定了支持学生在化学方面的概念理解的许多重要标准。教学应连接化学教学水平（宏观，特殊和象征性），包括三维学习和因果机械推理，并积极参与学习过程。有效的教学视频应基于双通道假设，有限的容量假设和积极处理的假设来雇用Mayer的十二个多媒体原则，以使学生参与学习。基于这些思想的框架将通过涵盖多个核心通用化学概念的视频进行完善和测试，例如Le Chatelier的原理，键合，分子间力和动力学的动力学分子理论。对于所研究的每个核心化学概念，将制定具体的期望，以确定视频如何符合每个标准。将通过各种搜索字词进行搜索来确定用于分析的视频，并使用以下准则过滤视频：（1）用于教育目的的视频； （2）15分钟或更少； （3）英语； （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框架来独立编码来建立互置可靠性。分析中的数据将用于回答以下研究问题：1。核心介绍化学概念的最观察的化学视频融合了支持概念理解的功能？2。核心介绍化学概念的最受关注的化学视频融合了优质教学视频的功能？3。最经常将哪些质量标准纳入或忽略的视频中？4。查看高质量指导的大多数/所有标准的视频经常符合多久？强大的评估框架结合了通常缺乏功能，内容区域差距和引人入胜的视频功能的识别，将使该项目能够为开发对学生有吸引力的高质量化学教育视频的开发提供明确的建议，并支持化学中的概念学习。尽管该项目侧重于概念介绍化学视频，但其目的是使评估框架适合在其他化学子学科（例如有机化学）或其他科学学科（地质，生物学，物理学）中进行少量修改。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。