Abstract
This study examines the impact on student performance after interactive and non-interactive tutorials using a 2 × 2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains.
Keywords
information literacy, Guide on the side, Online tutorials, Instructional technology, Screencasts
Date of this Version
1-15-2016
DOI
10.1007/s11528-016-0026-7
Recommended Citation
Stonebraker, Ilana; Robertshaw, M Brooke; and Moss, Jennifer D., "Student See Versus Student Do: A Comparative Study of Two Online Tutorials" (2016). Libraries Faculty and Staff Scholarship and Research. Paper 132.
http://dx.doi.org/10.1007/s11528-016-0026-7
Figures with Captions.docx (534 kB)
NewMergentScreenshootNov25.png (326 kB)
Tables.docx (16 kB)
Comments
This is the author-accepted manuscript of Stonebraker, Ilana, M. Brooke Robertshaw, and Jennifer D. Moss. "Student See Versus Student Do: A Comparative Study of Two Online Tutorials."TechTrends (2016): 1-7. The publisher version is available at DOI 10.1007/s11528-016-0026-7