The use of video in pedagogy is well established in the modern classroom with researched understanding of its benefits. Prior literature reviews provide a foundation for the impacts within a wide scope of environments and subjects. These reviews primarily have looked at students and faculty attitudes, learning outcomes, and the impact on attendance. The impact has been spread over general subject matter with little focus on the often challenging topics of STEM education. Many topics in STEM education are highly procedural, such as mathematical proofs or writing code or conducting experiments. Understanding the costs and benefits of using video to capture these types of topics would be valuable in maximizing the benefits or avoiding concerns within STEM topics.
This systematic literature review looks at the use of lecture capture and rich media within STEM and related education by looking at 30 articles from educational and STEM focused databases. Articles were selected which include findings on student and faculty attitudes, attendance, and learning outcomes as well as the impact of video and its best practices found through research. The findings within the STEM literature largely align with prior literature reviews in other subjects: video is popular among students and helps in their learning outcomes. Most research in this area focuses on video captured of the same lecture provided live in the classroom. This is shown to be effective, but some of the literature suggests further improvements to maximizing the value of both the technical merit of video as well as its pedagogical content. The goal is to determine the state of the use of video via lecture capture and prerecording in STEM education, its impact on students, and to gather recommendations and best practices from the literature.
Video, learning outcomes, teaching, motivation
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