Effectiveness of multimedia laboratory instruction

Burewicz, Andrzej; Miranowicz, Nikodem

doi:10.1039/b4rp90006e

Cited by 29 publications

(39 citation statements)

References 9 publications

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“…4,15,19,20 Interactive prelab activities have also been shown to reduce the technical and analytical errors made by students in the laboratory. 21 In one study of first-year biology students, students reported having a greater sense of confidence and clearer picture of the required tasks when online prelab exercises (including visual representations of required procedures) were available 4 . In the same study, the availability of prelab exercises appeared to increase students' motivation to prepare for laboratory classes, with students spending longer periods on laboratory preparation when the exercises were available.…”

Section: Introductionmentioning

confidence: 99%

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Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

et al. 2016

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This project utilizes visual and critical thinking approaches to develop a higher-education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes toward the prelab program were very positive, particularly for the e-quizzes. There was no improvement on academic performance in laboratory reports; however, students reported that the prelab material had a positive effect on their learning, and that they were able to enter the laboratory with high levels of perceived preparedness. Given that student experiences in the laboratory are arguably as important as assessable outcomes, an attitudinal study such as this is extremely important. AbstractThis project utilises visual and critical thinking approaches to develop a higher-education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes towards the prelab program were very positive, particularly for the e-quizzes. There was no improvement on academic performance in laboratory reports, however, students reported that the prelab material had a positive effect on their learning, and that they were able to enter the laboratory with high levels of perceived preparedness. Given that student experiences in the laboratory are arguably as important as assessable outcomes, an attitudinal study such as this is extremely important.

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Section: Introductionmentioning

confidence: 99%

“…4,13,21 Visual representations allow students to develop a mental picture of what they will be doing in laboratory classes, which may increase student confidence. 13 Inclusion of visual materials also caters to students who identify as visual learners.…”

Section: Introductionmentioning

confidence: 99%

Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

et al. 2016

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“…A recent study (15) described a computer-based video tutorial for teaching self-measurement of WC, compared with technician measurement, and found this method to be reliable and effective for teaching WC to untrained individuals. Compared with written instruction, video instruction has been shown to improve skill, performance and understanding in a range of applications including electric toothbrush usage (16) , laboratory experiments (17) and patient education (18) . Within developed countries computer ownership and Internet access is rising annually.…”

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confidence: 99%

Video instructions improve accuracy of self-measures of waist circumference compared with written instructions

McEneaney

Lennie

2011

Public Health Nutr.

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Objective: To determine whether video-based instructions improve the accuracy of self-measures of waist and hip circumference compared with written instructions. Design: Population-based, cross-sectional study. Self-measurements of waist circumference (WC) and hip circumference (HC) of fifty-seven participants randomly allocated to receive either written instruction or video instruction were compared with those of a trained technician. Setting: Aberdeen, Scotland, and Brussels, Belgium, between February and April 2010. Subjects: Adults aged 18-62 years with a high level of English language and no prior training in anthropometry. Conclusions: Video technology can support more accurate self-measurements of anthropometric data in epidemiological studies. Further research is warranted using larger and more heterogeneous samples in order that results can be generalised.

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“…En la bibliografía hay descritas una gran variedad de actividades pre-laboratorio (Reid y Shah, 2007;Burewicz y Miranowicz, 2006;McKelvy, 2008;Dalgarno et al, 2009;Limniou, Papadopoulos y Whitehead, 2009;Sierra et al, 2009). De entre ellas, una tarea que ha proporcionado excelentes resultados, y que es sencilla de aplicar, es la elaboración de cuestionarios que deben completarse antes de realizar la sesión de prácticas (Nicholls, 1999;Masson, 2001).…”

Section: Auto-evaluación Previa a Las Prácticas De Laboratorio Químicunclassified

Auto-evaluación previa a las prácticas de laboratorio químico: introducción al auto-aprendizaje

Murray¹,

Genaro²,

Boronat³

et al. 2011

Arbor

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Effectiveness of multimedia laboratory instruction

Cited by 29 publications

References 9 publications

Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

Video instructions improve accuracy of self-measures of waist circumference compared with written instructions

Auto-evaluación previa a las prácticas de laboratorio químico: introducción al auto-aprendizaje

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