Cargando…

Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover desig...

Descripción completa

Detalles Bibliográficos
Autores principales: Dommett, Eleanor J., Dinu, Larisa M., Van Tilburg, Wijnand, Keightley, Samuel, Gardner, Benjamin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9038223/
https://www.ncbi.nlm.nih.gov/pubmed/35496323
http://dx.doi.org/10.1186/s41239-022-00327-9
_version_ 1784693884289286144
author Dommett, Eleanor J.
Dinu, Larisa M.
Van Tilburg, Wijnand
Keightley, Samuel
Gardner, Benjamin
author_facet Dommett, Eleanor J.
Dinu, Larisa M.
Van Tilburg, Wijnand
Keightley, Samuel
Gardner, Benjamin
author_sort Dommett, Eleanor J.
collection PubMed
description Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover design to establish the effects of transcripts with closed captioning, and email reminders, on use (self-reported and system analytics), perceptions of lecture capture and student performance, as measured by multiple-choice question (MCQ) tests designed to assess the module learning outcomes. System analytics (N = 129) and survey data (N = 42) were collected from students alongside qualitative data from semi-structured interviews (N = 8). We found that students value lecture capture highly, but do not access it extensively during the teaching period. The availability of transcripts and closed captions did not impact the amount of capture use or performance on MCQ tests, but did result in more positive perceptions of capture, including increased likelihood of recommending it to others. The use of email reminders referring students to specific segments of capture and reminding them of the functionality had no impact on any measure, although qualitative data suggested that the content of reminders may be used in revision rather than during the teaching period, which fell outside the period we investigated. Collectively, these data suggest that the use of captions and transcripts may be beneficial to students by allowing dual processing of visual and audio content, and a searchable resource to help consolidate their learning but there is little evidence to support reminders. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s41239-022-00327-9.
format Online
Article
Text
id pubmed-9038223
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Springer International Publishing
record_format MEDLINE/PubMed
spelling pubmed-90382232022-04-26 Effects of captions, transcripts and reminders on learning and perceptions of lecture capture Dommett, Eleanor J. Dinu, Larisa M. Van Tilburg, Wijnand Keightley, Samuel Gardner, Benjamin Int J Educ Technol High Educ Research Article Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover design to establish the effects of transcripts with closed captioning, and email reminders, on use (self-reported and system analytics), perceptions of lecture capture and student performance, as measured by multiple-choice question (MCQ) tests designed to assess the module learning outcomes. System analytics (N = 129) and survey data (N = 42) were collected from students alongside qualitative data from semi-structured interviews (N = 8). We found that students value lecture capture highly, but do not access it extensively during the teaching period. The availability of transcripts and closed captions did not impact the amount of capture use or performance on MCQ tests, but did result in more positive perceptions of capture, including increased likelihood of recommending it to others. The use of email reminders referring students to specific segments of capture and reminding them of the functionality had no impact on any measure, although qualitative data suggested that the content of reminders may be used in revision rather than during the teaching period, which fell outside the period we investigated. Collectively, these data suggest that the use of captions and transcripts may be beneficial to students by allowing dual processing of visual and audio content, and a searchable resource to help consolidate their learning but there is little evidence to support reminders. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s41239-022-00327-9. Springer International Publishing 2022-04-26 2022 /pmc/articles/PMC9038223/ /pubmed/35496323 http://dx.doi.org/10.1186/s41239-022-00327-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Research Article
Dommett, Eleanor J.
Dinu, Larisa M.
Van Tilburg, Wijnand
Keightley, Samuel
Gardner, Benjamin
Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
title Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
title_full Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
title_fullStr Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
title_full_unstemmed Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
title_short Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
title_sort effects of captions, transcripts and reminders on learning and perceptions of lecture capture
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9038223/
https://www.ncbi.nlm.nih.gov/pubmed/35496323
http://dx.doi.org/10.1186/s41239-022-00327-9
work_keys_str_mv AT dommetteleanorj effectsofcaptionstranscriptsandremindersonlearningandperceptionsoflecturecapture
AT dinularisam effectsofcaptionstranscriptsandremindersonlearningandperceptionsoflecturecapture
AT vantilburgwijnand effectsofcaptionstranscriptsandremindersonlearningandperceptionsoflecturecapture
AT keightleysamuel effectsofcaptionstranscriptsandremindersonlearningandperceptionsoflecturecapture
AT gardnerbenjamin effectsofcaptionstranscriptsandremindersonlearningandperceptionsoflecturecapture