Lecture capture with real‐time rearrangement of visual elements: impact on student performance

Abstract

The primary goal of this study is to create and test a lecture‐capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two‐group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture‐capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre‐test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance.

Staff and student views of lecture capture: a qualitative study

“…Given how and when lecture capture is used, studies have investigated its relationship to academic performance. This research shows that whilst students believe lecture capture positively impacts on performance (Al-Nashash & Gunn, 2013;Groen et al, 2016) studies using actual grades give a mixed picture with some indicating a positive relationship (Bollmeier, Wenger, & Forinash, 2010;Francom, Ryan, & Kariuki, 2011;Griffin, Mitchell, & Thompson, 2009;Harrigan, 1995;McFarlin, 2008;McKinney, Dyck, & Luber, 2009;Vajoczki, Watt, Marquis, & Holshausen, 2010;Wiese & Newton, 2013;Yu, Wang, & Su, 2015) and others reporting little or no relationship between the capture and performance (Abt & Barry, 2007;Brotherton & Abowd, 2004;Edwards & Clinton, 2019;Hadgu, Huynh, & Gopalan, 2016). These mixed findings may arise from differences in the populations sampled because student characteristics are known to influence use of capture.…”

A case study: Views on the practice of opting in and out of lecture capture

“…Other research indicates that students believe lecture capture improves their performance because they are able to review difficult sections and revisit the material as often as needed (Al-Nashash and Gunn 2013; Groen et al 2016). However, studies using actual grades show a mixed picture, with some indicating a positive relationship between lecture capture availability/use and actual grades (Bollmeier et al 2010;Francom et al 2011; Wiese and Newton 2013;Yu et al 2015) and others reporting little or no relationship between the two (Abt and Barry 2007;Brotherton and Abowd 2004;Edwards and Clinton 2018;Hadgu et al 2016). Despite this mixed picture on performance, availability of lecture capture increases student satisfaction (Al-Nashash and Gunn 2013; Brecht and Ogilby 2008;Bryans Bongey et al 2006;Greenberg and Nilssen 2009;Secker et al 2010;Toppin 2011;Traphagan et al 2010;Veeramani and Bradley 2008;Woo et al 2008) and affects course choice such that modules with lecture capture are more likely to be selected (Vajoczki et al 2011;Watt et al 2014).…”

Students' views on the use of ClassBoost in a teachers' education college

“…Additional analysis that he conducted indicated a decrease in the students' active involvement during the lecture in a course that included the use of LCT. Students' learning styles—this research relates to students' different learning styles in the LCT field. These research findings identify diverse learning and performance styles in the use of LCT (McCunn & Newton, ; Yu, Wang, & Su, ). However, there is a clear need for additional studies in this field.…”