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Students' Perceived Learning and Satisfaction in Using a Statistical Software by Learner-Generated Video
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DOI：10.1007/s10758-025-09838-6.png)
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摘要
En 中文
Students tend to quickly forget what they have learned about a software during their studies. Video presentations or video assignments could be designed to help students recall the steps. They construct their own representations when they record what they did. The purpose of this study is to investigate whether Learner-generated video (LGV) can enhance the students' satisfaction with learning statistical software. After students learned how to use statistical software during the lecture, they were given a video exercise in a tutorial to complete. Students were instructed to use video software to record what they had done during the tutorial time. A survey was then presented to the students. The data were analyzed by using partial least squares structural equation modelling. It was found that student engagement in LGV was positively associated with perceived learning. Perceived learning was associated positively with students' academic performance but not with student satisfaction. This is a pioneering study investigating the practice of learner-generated video using video-making software in learning statistical software. This study extends the findings from the existing literature. We suggest a possible mechanism from student engagement in LGV to enhance student academic performance via perceived learning. This study provides empirical evidence supporting activity theory. Research findings provide insights for educators and university administrators to design effective teaching strategies.
Keyword:
Learner-generated video
Student engagement
Perceived learning
Constructivist approach
Activity theory
期刊
T
IF:
3.5
论文数:
538
被引数:
1.8K
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