Open Collections

Robertson, Donald

University of British Columbia

In the post-pandemic world, dental education has increasingly adopted online platforms. This study aims to understand how different visual features of video teaching impact attention and subsequential performance outcomes. Specifically, it investigates whether a motion video demonstration or a still-image, audio-guided video, with or without the presenter window, influences the ability of dental or dental hygiene students to complete a psychomotor-simulated activity. Materials and Methods: All students who indicated their willingness to participate were randomly assigned to one of four groups, at a second recruitment, an additional sixteen students were randomly assigned to each of the motion-video groups. Participants viewed a video lecture on origami folding, either as a motion video demonstration or a still-images audio-guided video, with or without the presence of presenter window. Data on participant experience, video viewing time, and assignment were collected. An evaluation rubric of the assignment was developed, and inter-rater reliability was calculated. Video viewing learning analytic was downloaded and examined. Results: Students reported that the presence of the presenter window did not affect their experience or performance. The motion demonstration video significantly reduced viewing time and improved students’ perception of the lecture and their success. The inter-rater reliability of the final submitted assignment using the developed rubric was statistically significant, with Cohen’s Kappa values of 0.58 for ‘Visible Error Fold, 0.71 for ‘Incorrect Folds not Corrected’, and 0.64 for ‘Imprecise Folds’. Comparative statistics were computed amongst the performance metrics and different groups found no significant differences, except for the visible error folds corrected category. Conclusion: This study provides insights for dental educators on how skill-teaching lecture delivery choice affects student learning. While overall learning outcomes were similar, students found motion-demonstration video easier to follow and facilitate task completion more efficiently.

Text

2024-07-29

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/88726

Craniofacial Science

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/