Board 447: Enhancing Lecture Material with Conceptual Videos: A Supplementary Learning Experience

Thomas Rossi; Pulin Agrawal; Negein Immen; Angelina Krystal Valentin; Neha Sagi; Domenico Alford-Egizio

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Computers in Education Division (COED) Poster Session
Tagged Division: Computers in Education Division (COED)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47039

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Paper Authors

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Thomas Rossi University of New Haven

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Thomas Rossi is a senior lecturer in Computer Science at the University of New Haven in the department of Electrical and Computer Engineering and Computer Science. His research focuses on improving the post-secondary experience for students through the use of current computing tools and technologies. Thomas graduated with his MS in Computer Science from the University of New Hampshire in 2016. He has previously worked at the Rochester Institute of Technology and at Penn State Erie, the Behrend College.

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I am currently a computer science major at Penn State Behrend.

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Neha Sagi Pennsylvania State University

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Domenico Alford-Egizio Pennsylvania State University

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Abstract

This research paper explores the use of conceptual videos to supplement a first-year programming course, although our hypothesis can't be confirmed due to data issues, it aligns with other studies indicating an improved learning experience. According to verbal reports, students often struggle with retaining and comprehending lecture content, especially when reference materials are limited to lecture notes and slides. College students collectively undertook this project to investigate the use of conceptual videos as supplementary pedagogical tools. They sought to develop materials enhancing course comprehension, covering fundamental topics from variable declaration to arrays and functions through a quick topic rundown and detailed programming examples starting from the project's creations. The team embarked on the production of a series of educational videos. These dynamic tutorial videos deliver an immersive learning experience which is often lost in different lecture styles or written material. The college students being the coaches of each video compares to peer-teaching which can enrich the learning experience by offering an additional layer of support and engagement alongside the expertise of professors. These videos were intended not as replacements for the lecture materials but as complementary resources to reinforce newly acquired knowledge for a deeper understanding. Further, they would serve as valuable review tools not only for both students currently enrolled but also upperclassmen seeking to refresh their programming skills. This enhances concept retention and increases student engagement, potentially leading to improved attendance, participation, and grades in computer science classes. Data corruption was a substantial setback, resulting in the loss of numerous recorded videos and hindering the ability to comprehensively assess the efficacy of these supplementary videos in enhancing the learning experience. Despite this setback, the project benefited the students who took on this project by honing their C++ programming skills as well as their communication skills.

Citation
Format

Rossi, T., & Agrawal, P., & Immen, N., & Valentin, A. K., & Sagi, N., & Alford-Egizio, D. (2024, June), Board 447: Enhancing Lecture Material with Conceptual Videos: A Supplementary Learning Experience Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47039

TY  - CPAPER
AB  - This research paper explores the use of conceptual videos to supplement a first-year programming course, although our hypothesis can&#39;t be confirmed due to data issues, it aligns with other studies indicating an improved learning experience. According to verbal reports, students often struggle with retaining and comprehending lecture content, especially when reference materials are limited to lecture notes and slides.
College students collectively undertook this project to investigate the use of conceptual videos as supplementary pedagogical tools. They sought to develop materials enhancing course comprehension, covering fundamental topics from variable declaration to arrays and functions through a quick topic rundown and detailed programming examples starting from the project&#39;s creations.  The team embarked on the production of a series of educational videos.  These dynamic tutorial videos deliver an immersive learning experience which is often lost in different lecture styles or written material. The college students being the coaches of each video compares to peer-teaching which can enrich the learning experience by offering an additional layer of support and engagement alongside the expertise of professors. 
These videos were intended not as replacements for the lecture materials but as complementary resources to reinforce newly acquired knowledge for a deeper understanding. Further, they would serve as valuable review tools not only for both students currently enrolled but also upperclassmen seeking to refresh their programming skills. This enhances concept retention and increases student engagement, potentially leading to improved attendance, participation, and grades in computer science classes.
Data corruption was a substantial setback, resulting in the loss of numerous recorded videos and hindering the ability to comprehensively assess the efficacy of these supplementary videos in enhancing the learning experience. Despite this setback, the project benefited the students who took on this project by honing their C++ programming skills as well as their communication skills. 
AU  - Thomas Rossi
AU  - Pulin Agrawal
AU  - Negein Immen
AU  - Angelina Krystal Valentin
AU  - Neha Sagi
AU  - Domenico Alford-Egizio
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 447: Enhancing Lecture Material with Conceptual Videos: A Supplementary Learning Experience
UR  - https://peer.asee.org/47039
ER  -