Simon Smith, Larissa Boyd & Isaac Henry

University of Central Oklahoma, Edmond, Oklahoma

While traditional classroom lectures are common, video-recorded lectures (vodcasts) are increasingly used as supplemental instruction. Research shows 59% to 91% of students report placing lectures online provided a positive impact on learning. As many as 89% reported multimedia resources assisted their understanding of material. Little research has been completed regarding technological impacts on academic performance when accounting for learning styles. PURPOSE: The purpose of this study was to evaluate the impact of vodcasts on academic performance in students with different learning styles in an undergraduate health course. METHODS: Participants (N=91) were recruited from health courses on the University of Central Oklahoma campus. Three classes were randomly assigned to the Vodcast group (VG) or Control group (CG). Learning styles were assessed by the Felder and Solomon Learning Styles Inventory (LSI). Academic performance was evaluated by pre-and post-test scores on a multiple-choice exam. The VG (N=57) had access to five vodcasts. Class time was utilized for discussion and activities. The CG (N=34) received traditional classroom lectures. Each group had access to a copy of the PowerPoint lectures. A self-reported questionnaire evaluated student usage. RESULTS: Only 17.86% of participants in VG reported watching vodcasts. Sequential learners reported watching videos the more days a week than other learners (m=0.57 ± .429 days). A repeated measures ANOVA revealed no significant differences in academic performance between groups (p=0.847). Changes in academic performance approached significance across learning styles (p=.056). Moderate to large effect sizes of mean difference scores resulted between visual (m=20.63 ± 8.63) and sensing (m=31.67 ±8.5, d=0.53), sequential (m=30 ± 11.55, d=0.92), intuitive (m=27.43 ± 8.6, d=0.79), and active learners (m=28.33 ± 13.35, d=0.68). Mean differences from pre-to post-test also experienced a moderate to large effect size between reflective (m=24.2 ± 14.31) and sensing (d=0.62), reflective and sequential (d=0.44), and sensing and intuitive (d=0.50) learning styles. CONCLUSION: When utilizing vodcasts, it may be beneficial to incentivize watching lectures to encourage adherence. While video technology may not have an impact on a student’s ability to perform on a multiple-choice health test, learning styles may need to be taken into account when designing educational experiences.

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