Types of educational videos and usage patterns in teaching Quantitative Methods: an empirical study
DOI:
https://doi.org/10.17561/ree.n1.2026.9535Palabras clave:
teaching, higher education, educational videos, use patternsResumen
This research analyzes the impact of the screencast typology (theory, software practice, problems) of educational videos in higher education on the pattern of use. For this purpose, the use of 21 educational videos on Quantitative Methods by a cohort of 398 students has been analyzed. Using a panel data model and controlling for several confounding factors, the results suggest that students use the videos mainly for exam preparation, and they prefer theory videos, despite knowing that the exams include exclusively problems and practice questions. It is also concluded that the perceived usefulness seems to depend on the type of teaching, being much lower when face-to-face than when online. Interaction analyses further show that the effect of video duration varies depending on content and modality. These results have important implications for teaching when face-to-face teaching is not possible for reasons beyond our control (pandemics, meteorological phenomena of high social impact such as floods and extreme snowfalls in Spain, winter storms in the USA, etc.).
Descargas
Referencias
Ahn, B., & Bir, D. D. (2018). Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course. Advances in Engineering Education, 6(3), 1-24.
Ali, R., Uppal, M., & Gulliver, S. (2018). A conceptual framework highlighting e-learning implementation barriers. Information Technology & People, 31(1), 156-180. https://doi.org/10.1016/j.procs.2018.05.095
Aljanazrah, A., Yerousis, G., Hamed, G., & Khlaif, Z. N. (2022). Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives. Frontiers in Education, 28(7), https://doi.org/10.3389/feduc.2022.1047035
Anderson, V. (2020). A Digital Pedagogy Pivot: Re-thinking higher education practice from an HRD perspective. Human Resource Development International, 23(4), 452–467. https://doi.org/10.1080/13678868.2020.1778999
Arroyo-Barrigüete, J.L., López-Sánchez, J.I., Minguela-Rata, B., & Rodríguez-Duarte, A. (2019). Use patterns of educational videos: a quantitative study among university students. WPOM-Working Papers on Operations Management, 10(2), 1-19. https://doi.org/10.4995/wpom.v10i2.12625
Atapattu, T., & Falkner, K. (2018). Impact of lecturer’s discourse for students’ video engagement: Video learning analytics case study of moocs. Journal of Learning Analytics, 5(3), 182-197. https://doi.org/10.18608/jla.2018.53.12
Barbero, J., González, E. J., Lucena, J., Picatoste, X., & Rodríguez Crespo, E. (2024). La utilización del video como recurso de aprendizaje active en un entorno de aula invertida. Revista de Estudios Empresariales. Segunda Época, (1), 55-72. https://doi.org/10.17561/ree.n1.2024.8189
Barut Tugtekin, E., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners’ motivation in distance Education. Education and Information Technologies, 27(3), 3247-3276. https://doi.org/10.1007/s10639-021-10735-5
Bolliger, D. U., Supanakorn, S. & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714-722. https://doi.org/10.1016/j.compedu.2010.03.004
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011, April). Video as a new teaching tool to increase student motivation. 2011 IEEE Global Engineering Education Conference (EDUCON) (pp. 638-642). Amman, Jordan: IEEE. https://doi.org/10.1109/EDUCON.2011.5773205
Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing automated capture and access in the classroom. ACM Transactions on Computer-Human Interaction, 11(2), 121-155. https://doi.org/10.1145/1005361.1005362
Bulathwela, S., Pérez-Ortiz, M., Lipani, A., Yilmaz, E., & Shawe-Taylor, J. (2020). Predicting Engagement in Video Lectures. arXiv preprint arXiv:2006.00592.
Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in education: Student attitudes, behaviour and self-efficacy. Journal of Educational Technology & Society, 14(2), 236-247.
Copley, J. (2007). Audio and video podcasts of lectures for campus‐based students: production and evaluation of student use. Innovations in education and teaching international, 44(4), 387-399. https://doi.org/10.1080/14703290701602805
D’Aquila, J. M, Wang, D., & Mattia, A. (2019). Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception. Journal of Accounting Education, 47, 63-74. https://doi.org/10.1016/j.jaccedu.2019.02.002
Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: theory and results. Doctoral dissertation. MIT Sloan School of Management, Cambridge, MA.
Evans, B. J., Baker, R. B., & Dee, T. S. (2016). Persistence patterns in massive open online courses (MOOCs). The Journal of Higher Education, 87(2), 206-242. https://doi.org/10.1080/00221546.2016.11777400
Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners? Online Journal of Applied Knowledge Management, 5(1), 101-111.
Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2016). Exploring the relationship between video lecture usage patterns and students’ attitudes. British Journal of Educational Technology, 47(6), 1259-1275. https://doi.org/10.1111/bjet.12313
Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of screencast technology: Connecting the perception of usefulness and the reality of performance. Journal of Engineering Education, 101(4), 717–737. https://doi.org/10.1002/j.2168-9830.2012.tb01126.x
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). Atlanta, USA: ACM. https://doi.org/10.1145/2556325.2566239
He, Y., Swenson, S., & Lents, N. (2012). Online video tutorials increase learning of difficult concepts in an undergraduate analytical chemistry course. Journal of chemical education, 89(9), 1128-1132. https://doi.org/10.1021/ed200685p
Heilesen, S. B. (2010). What is the academic efficacy of podcasting? Computers & Education, 55(3), 1063-1068. https://doi.org/10.1016/j.compedu.2010.05.002
Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. https://doi.org/10.1080/03075079.2015.1007946
Howell, J., & MacMaster, N. (2022). Teaching with technologies: Pedagogies for collaboration, communication, and creativity. Oxford University Press.
Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor’s face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724-739. https://doi.org/10.1037/edu0000013
Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: effects on information retention, visual attention, and affect. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (p. 2095-2102). Toronto, Canada: ACM SIGCHI. https://doi.org/10.1145/2556288.2557207
Lagerstrom, L., Johanes, P., & Ponsukcharoen, M. U. (2015, June). The myth of the six-minute rule: Student engagement with online videos. Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. https://doi.org/10.18260/p.24895
Li, N., Kidziński, Ł., Jermann, P., & Dillenbourg, P. (2015, September). MOOC video interaction patterns: What do they tell us? In G. Conole, T. Klobučar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015, Proceedings (pp. 197–210). Springer. https://doi.org/10.1007/978-3-319-24258-3_15
Lin, S. Y., Aiken, J. M., Seaton, D. T., Douglas, S. S., Greco, E. F., Thoms, B. D. & Schatz, M. F. (2016). Exploring university students’ engagement with online video lectures in a blended introductory mechanics course. arXiv preprint arXiv:1603.03348.
López de Lacalle, J. (2019). tsoutliers: Detection of Outliers in Time Series. R package version 0.6-8. https://CRAN.R-project.org/package=tsoutliers
Martínez de Ibarreta, C., Rua, A., Redondo, R., Fabra, M. E., Nuñez, A., & Martín, M. J. (2010). Influencia del nivel educativo de los padres en el rendimiento académico de los estudiantes de la ADE. Un enfoque de género. In M. J. Mancebón Torrubia, D. Pérez Ximénez de Embún, J. M. Gómez Sancho & G. Giménez Esteban (Coords.), Investigaciones de Economía de la Educación Número 5 (1273-1296). AEDE, Asociación de Economía de la Educación.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.) The Cambridge handbook of multimedia learning, 31-48. Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.004
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. https://doi.org/10.1037/0003-066X.63.63.8.760
Mayer, R. E. (2021). Evidence-Based Principles for How to Design Effective Instructional Videos. Journal of Applied Research in Memory and Cognition, 10(2), 229-240. https://doi.org/10.1016/j.jarmac.2021.03.007
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389–395. https://doi.org/10.1037/0022-0663.96.2.389
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. https://doi.org/10.1037/0022-0663.93.1.187
Meléndez Rivera, M. S., Silva Rivera, M. P., Cortés Padilla, R., & Jaimes Estrada, O. J. (2022). “Retos y problemas en la pedagogía digital: Una experiencia desde la educación superior”, Revista Internacional de Estudios Sobre Sistemas Educativos, 3(13), 407-432.
Meseguer-Martinez, A., Ros-Galvez, A., & Rosa-Garcia, A. (2017). Satisfaction with online teaching videos: A quantitative approach. Innovations in Education and Teaching International, 54(1), 62-67. https://doi.org/10.1080/14703297.2016.1143859
Morris, N. P., Swinnerton, B., & Coop, T. (2019). Lecture recordings to support learning: A contested space between students and teachers. Computers & Education, 140, 103604. https://doi.org/10.1016/j.compedu.2019.103604
Naidoo, J. (2020). Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era. Pythagoras, 41(1), 1-12. https://doi.org/10.4102/pythagoras.v41i1.568
Newton, G., & McCunn, P. (2015). Student perception of topic difficulty: Lecture capture in higher education. Australasian Journal of Educational Technology, 31(3), 252-262. https://doi.org/10.14742/ajet.1681
O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399-415. https://doi.org/10.1007/s10639-015-9451-z
O’Connor, J., & Seymour, J. (2001). Programación Neurolingüística (PNL) para formadores. Barcelona, España, Editorial Urano.
Oliveira, L. R., Fontes, R., Collus, J., & Cerisier, J. F. (2019). Video and online learning in higher education: A bibliometric analysis of the open access scientific production, through Web of Science. In Proceedings of INTED2019 Conference (p. 8562-8567). Valencia, Spain. ISBN: 978-84-09-08619-1.
Ozan, O., & Ozarslan, Y. (2016). Video lecture watching behaviors of learners in online courses. Educational Media International, 53(1), 27-41. https://doi.org/10.1080/09523987.2016.1189255
Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345-352. https://doi.org/10.1016/j.compedu.2018.10.006
Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: a systematic review (2007--2017). Proceedings of the 8th International Conference on Learning Analytics and Knowledge (p. 151-160). Sydney, Australia: ACM. https://doi.org/10.1145/3170358.3170376
R Core Team (2025). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. http://www.R-project.org/
Rodríguez Santos, M. A., & Casado García-Hirschelfd, E. (2024). Aprendizaje basado en actividades asíncronas en un entorno blended learning. Revista de Estudios Empresariales. Segunda Época, (1), 5-18. https://doi.org/10.17561/ree.n1.2024.8202
Romo Aliste, M. E., López Real, D., & López Bravo, I. (2006). ¿Eres visual, auditivo o kinestésico? Estilos de aprendizaje desde el modelo de la Programación Neurolingüística (PNL)”, Revista Iberoamericana de Educación, 38(2), 1-9. https://doi.org/10.35362/rie3822664
Santos Espino, J. M., Afonso Suárez, M. D., & González-Henríquez, J. J. (2020). Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format. Technology, Pedagogy and Education, 29(2), 147-162. https://doi.org/10.1080/1475939X.2020.1726805
Santoveña-Casal, S., & López, S. R. (2024). Mapping of digital pedagogies in higher education. Education and Information Technologies, 29, 2437-2458. https://doi.org/10.1007/s10639-023-11888-1
Schworm, S., & Stiller, K. D. (2012). Does personalization matter? The role of social cues in instructional explanations. Intelligent Decision Technologies, 6(2). 105-111. https://doi.org/10.3233/IDT-2012-0127
Shen, Y. (2024). Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study. Journal of Computer Assisted Learning, 40(4), 1791-1805. https://doi.org/10.1111/jcal.12987
Suárez-Guerrero, C. (2023). El reto de la pedagogía digital. Cuadernos de Pedagogía, 542, 9-13.
Suárez-Guerrero, C., Gutiérrez-Esteban, P., & Ayuso-Del puerto, D. (2024): Pedagogía digital. Revisión Sistemática del concepto, Teoría de la Educación. Revista Universitaria, 36(2), 157-178. https://doi.org/10.14201/teri.31721
Sweller, J. (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. In: Geary, D., Berch, D. (eds) Evolutionary Perspectives on Child Development and Education. Evolutionary Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-29986-0_12
Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(160). https://doi.org/10.1007/s44217-025-00592-6
Utz, S., & Wolfers, L. N. (2020). How-to videos on YouTube: the role of the instructor. Information, Communication & Society, 1-16. https://doi.org/10.1080/1369118X.2020.1804984
Van der Meij, H. (2017). Reviews in instructional video. Computers & Education, 114, 164-174. https://doi.org/10.1016/j.compedu.2017.07.002
Van der Meij, H., Rensink, I., & Van der Meij, J. (2018). Effects of practice with videos for software training. Computers in Human Behavior, 89, 439-445. https://doi.org/10.1016/j.chb.2017.11.029
Van der Zee, T., Admiraal, W., Paas, F., Saab, N., & Giesbers, B. (2017). Effects of subtitles, complexity, and language proficiency on learning from online education videos. Journal of Media Psychology: Theories, Methods, and Applications, 29(1), 18-30. https://doi.org/10.1027/1864-1105/a000208
Van Zanten, R., Somogyi, S., & Curro, G. (2012). Purpose and preference in educational podcasting. British Journal of Educational Technology, 43(1), 130–138. https://doi.org/10.1111/j.1467-8535.2010.01153.x
Volkova, L., Lizunova, I., & Komarova, I. (2021). Pedagogia digital: Problemas e soluçoes. Revista on line de Política e Gestao Educacional, 25(5), 3140-3152. https://doi.org/10.22633/rpge.v25iesp.5.16003
Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. https://doi.org/10.1016/j.chb.2017.01.049
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afictions and afordances of emergency online migration. Higher Education, 81(1), 623–641. https://doi.org/10.1007/s10734-020-00561-y
Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. https://doi.org/10.1016/j.compedu.2009.10.002
Wu, S., Rizoiu, M. A., & Xie, L. (2017). Beyond views: Measuring and predicting engagement in online videos. arXiv preprint arXiv:1709.02541.
Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: a critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp. 112–119). Barcelona, Spain: RIA XPS. ISBN: 978-1-61208-328-5.
Yu, J., Huang, C., He, T., Wang, X., & Zhang, L. (2022). Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach. Education and Information Technologies, 27(8), 11715-11740. https://doi.org/10.1007/s10639-022-11099-0.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Beatriz Minguela-Rata, José Luis Arroyo-Barrigüete, José Ignacio López-Sánchez, Carlos Martínez de Ibarreta, Antonio Rodríguez-Duarte
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
La Revista de Estudios Empresariales. Segunda Época, utiliza PKP Preservation Network (PN).
