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Conference Paper: DOES STUDENTS’ CREATION OF PROBLEM-SOLVING VIDEOS ENHANCE THEIR EXAM PERFORMANCE?
| Title | DOES STUDENTS’ CREATION OF PROBLEM-SOLVING VIDEOS ENHANCE THEIR EXAM PERFORMANCE? |
|---|---|
| Authors | |
| Issue Date | 2024 |
| Citation | Proceedings of the International Group for the Psychology of Mathematics Education, 2024, v. 3, p. 153-160 How to Cite? |
| Abstract | We explore the impact of undergraduates’ creation and peer reviewing of problem-solving videos on their exam performance. In a large first-year course for non-mathematics majors, students were provided with a bank of problems from past exams with historically low scores. As part of the homework assignment, the students video-recorded a solution to a problem of their choice, while elaborating on the involved concepts and steps. Then, the submitted videos were randomly allocated for peer reviewing. We consider this activity through the lens of effective digital task design and deep active learning. Quantitative results offer some evidence of the positive impact of the activity on students’ performance on similar problems in a final exam. |
| Persistent Identifier | http://hdl.handle.net/10722/361816 |
| ISSN |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Kontorovich, Igor | - |
| dc.contributor.author | Chen, Hongjia H. | - |
| dc.contributor.author | Jones, Ian | - |
| dc.contributor.author | Rattenbury, Nicolette | - |
| dc.contributor.author | Bartlett, Padraic | - |
| dc.date.accessioned | 2025-09-16T04:21:14Z | - |
| dc.date.available | 2025-09-16T04:21:14Z | - |
| dc.date.issued | 2024 | - |
| dc.identifier.citation | Proceedings of the International Group for the Psychology of Mathematics Education, 2024, v. 3, p. 153-160 | - |
| dc.identifier.issn | 0771-100X | - |
| dc.identifier.uri | http://hdl.handle.net/10722/361816 | - |
| dc.description.abstract | We explore the impact of undergraduates’ creation and peer reviewing of problem-solving videos on their exam performance. In a large first-year course for non-mathematics majors, students were provided with a bank of problems from past exams with historically low scores. As part of the homework assignment, the students video-recorded a solution to a problem of their choice, while elaborating on the involved concepts and steps. Then, the submitted videos were randomly allocated for peer reviewing. We consider this activity through the lens of effective digital task design and deep active learning. Quantitative results offer some evidence of the positive impact of the activity on students’ performance on similar problems in a final exam. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Proceedings of the International Group for the Psychology of Mathematics Education | - |
| dc.title | DOES STUDENTS’ CREATION OF PROBLEM-SOLVING VIDEOS ENHANCE THEIR EXAM PERFORMANCE? | - |
| dc.type | Conference_Paper | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.scopus | eid_2-s2.0-85200230620 | - |
| dc.identifier.volume | 3 | - |
| dc.identifier.spage | 153 | - |
| dc.identifier.epage | 160 | - |
| dc.identifier.eissn | 2790-3648 | - |