Learning from videos showing a dialog fosters more positive affect than learning from a monolog

How much students learn from instructional videos is influenced by the type of video. Prior work has shown that when students are given a video showing a dialog between a tutor and a tutee, they learn more than if the video shows a monolog delivered by a tutor. To date, however, there does not exist work investigating how each type of video impacts student affect. To fill this gap, we apply sentiment analysis to transcripts of students learning in each context. We show that learning from videos with dialog fosters more positive affect for university-level students, but not for middle-school students

Learning by watching others learn: the use of videoed tutorials in undergraduate business education

The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information.Peer Reviewe