TY - GEN
T1 - Comparison of educational video production methods for students studying computer programming
AU - Ohashi, Yutaro
AU - Katsumata, Masashi
AU - Nakamura, Kazuhiro
AU - Hashiura, Hiroaki
AU - Matsuura, Takafumi
AU - Ishihara, Jiro
AU - Yamachi, Hidemi
AU - Kumeno, Fumihiro
AU - Tsujimura, Yasuhiro
N1 - Funding Information:
We would like to thank those who have participated in and have supported our research and Enago (www.enago.jp) for the English language review. This research was partially supported by JSPS KAKENHI Grant Number JP18K02828.
Publisher Copyright:
© 2019 Association for Computing Machinery.
PY - 2019
Y1 - 2019
N2 - In this study, the authors produced self-instructional video materials for a first-year programming course based on two methods; the first method was a monologue-based captured slideshow presentation, whereas the other method was a dialogue-based video involving two puppets. We created ten videos for each of these methods and used these videos in the course to examine the manners of students who watched them and whether the trend of watching varied according to their academic performance level. The results denoted that the audience rate of the slideshow presentation video gradually increased as the lessons continued, whereas that of the videos involving puppets exhibited the opposite trend. The questionnaires that were collected from the students indicated that they watched the videos involving puppets, especially in the beginning. Thus, the videos involving puppets exhibited efficacy, especially for beginners. Meanwhile, the slideshow video was effective for (re)confirming the important points.
AB - In this study, the authors produced self-instructional video materials for a first-year programming course based on two methods; the first method was a monologue-based captured slideshow presentation, whereas the other method was a dialogue-based video involving two puppets. We created ten videos for each of these methods and used these videos in the course to examine the manners of students who watched them and whether the trend of watching varied according to their academic performance level. The results denoted that the audience rate of the slideshow presentation video gradually increased as the lessons continued, whereas that of the videos involving puppets exhibited the opposite trend. The questionnaires that were collected from the students indicated that they watched the videos involving puppets, especially in the beginning. Thus, the videos involving puppets exhibited efficacy, especially for beginners. Meanwhile, the slideshow video was effective for (re)confirming the important points.
KW - Educational video
KW - Informatics education
KW - Programming education
UR - http://www.scopus.com/inward/record.url?scp=85066923248&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85066923248&partnerID=8YFLogxK
U2 - 10.1145/3323771.3323814
DO - 10.1145/3323771.3323814
M3 - Conference contribution
AN - SCOPUS:85066923248
SN - 9781450366397
T3 - ACM International Conference Proceeding Series
SP - 105
EP - 110
BT - ACM International Conference Proceeding Series
PB - Association for Computing Machinery
T2 - 7th International Conference on Information and Education Technology, ICIET 2019
Y2 - 29 March 2019 through 31 March 2019
ER -