Date of Award

Spring 5-2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Center for Science and Math Education

Committee Chair

Jake Schaefer

Committee Chair School

Biological, Environmental, and Earth Sciences

Committee Member 2

Sherry Herron

Committee Member 2 School

Center for Science and Math Education

Committee Member 3

Kendrick Buford

Committee Member 3 School

Center for Science and Math Education

Committee Member 4

Mac Alford

Committee Member 4 School

Biological, Environmental, and Earth Sciences

Committee Member 5

Mike Davis

Committee Member 5 School

Biological, Environmental, and Earth Sciences

Abstract

Lecture capture technology, the ability to provide multimedia recordings of instructional content, has become an essential technology for online learning. One of the ways online courses have tried to appeal to the digital lifestyle of today’s students is providing different lecture capture styles, such as audio (podcasts), video, or interactive videos, due to the popularity of mobile media players providing anytime and anywhere learning. Although lecture capture technology provides educators with a diverse set of tools on how content is delivered, studies have shown mixed results on the impact of lecture capture styles on learning.

For this study, the main purpose was to determine when students use lecture captures, and if they used a lecture capture, how the lecture capture affected exam scores. More specifically, is there a particular style of lecture capture that has a higher impact on student assessment score? Analyses considered retention of biological concepts presented to students without the use of technology (reading the textbook), auditory information (audio podcast), video (graphic and auditory information combined), and interactive video (signaled, graphic information). Data were collected from 80 students using pre-test surveys, viewership records, and exam scores. By studying the broad use and benefits of lecture captures, the data supported that lecture capture had a positive, significant effect on exam scores. When examined more closely, the impacts on student retention of information varied by the following three factors: lecture capture style, content presented, and level of difficulty of exam question.

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