View in EDS

Effect of Explanation Videos on Learning: The Role of Attention and Academic Performance

Saved in:
Bibliographic Details
Title: Effect of Explanation Videos on Learning: The Role of Attention and Academic Performance
Language: English
Authors: Melanie V. Adler (ORCID 0009-0003-8472-5673), Jens Madsen, James Hedberg, Richard Steinberg, Lucas C. Parra
Source: Education and Information Technologies. 2025 30(9):11797-11825.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 2201835
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Video Technology, Technology Uses in Education, Attention, Academic Achievement, Information Seeking, Online Searching, Educational Benefits, Undergraduate Students, Physics, Eye Movements, Grade Point Average, Correlation, STEM Education, Instructional Effectiveness
DOI: 10.1007/s10639-024-13292-9
ISSN: 1360-2357
1573-7608
Abstract: Students often search for answers online, and gravitate to short explanation videos, which are abundant online. While they seem useful and can be quite engaging, it is unclear if these videos benefit classroom learning. We hypothesized that when carefully matched to the class instruction, video can be helpful, but that benefits will depend on the ability of students to pay attention. To test this we recruited students from The City College of New York from first- and second-year college physics classes (n = 139) and showed them videos matching their course material. Quizzes before or after the videos measured the benefit of the video. We also measured eye movement to gauge attention and analyzed results as a function of grade point average (GPA). We saw a benefit of video on quiz performance for the average student, and larger effects for students with higher GPA. GPA was not correlated with attention, nor did attention consistently affect performance. In an online replication with participants of a broader STEM background (n = 215) the benefit was apparent for only one of the four videos tested. We conclude that some short explanation videos available online can be an effective support to classroom instruction. However, they benefit mostly students that are strong academically, despite similar levels of overt attention across all students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475230
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1475230
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effect of Explanation Videos on Learning: The Role of Attention and Academic Performance
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Melanie+V%2E+Adler%22">Melanie V. Adler</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0003-8472-5673">0009-0003-8472-5673</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jens+Madsen%22">Jens Madsen</searchLink><br /><searchLink fieldCode="AR" term="%22James+Hedberg%22">James Hedberg</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+Steinberg%22">Richard Steinberg</searchLink><br /><searchLink fieldCode="AR" term="%22Lucas+C%2E+Parra%22">Lucas C. Parra</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(9):11797-11825.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 2201835
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Seeking%22">Information Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Searching%22">Online Searching</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-024-13292-9
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students often search for answers online, and gravitate to short explanation videos, which are abundant online. While they seem useful and can be quite engaging, it is unclear if these videos benefit classroom learning. We hypothesized that when carefully matched to the class instruction, video can be helpful, but that benefits will depend on the ability of students to pay attention. To test this we recruited students from The City College of New York from first- and second-year college physics classes (n = 139) and showed them videos matching their course material. Quizzes before or after the videos measured the benefit of the video. We also measured eye movement to gauge attention and analyzed results as a function of grade point average (GPA). We saw a benefit of video on quiz performance for the average student, and larger effects for students with higher GPA. GPA was not correlated with attention, nor did attention consistently affect performance. In an online replication with participants of a broader STEM background (n = 215) the benefit was apparent for only one of the four videos tested. We conclude that some short explanation videos available online can be an effective support to classroom instruction. However, they benefit mostly students that are strong academically, despite similar levels of overt attention across all students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475230
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475230
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-024-13292-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 11797
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Information Seeking
        Type: general
      – SubjectFull: Online Searching
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: Effect of Explanation Videos on Learning: The Role of Attention and Academic Performance
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Melanie V. Adler
      – PersonEntity:
          Name:
            NameFull: Jens Madsen
      – PersonEntity:
          Name:
            NameFull: James Hedberg
      – PersonEntity:
          Name:
            NameFull: Richard Steinberg
      – PersonEntity:
          Name:
            NameFull: Lucas C. Parra
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1