This document summarizes research on using pre-lecture videos and i>clicker questions to enhance student engagement. A study was conducted across multiple courses to understand student preferences and the impact. Key findings include: - Students found the videos helpful for preparing for class, understanding material better, and accessing content anywhere. They enjoyed the personal touch of the professor's voice. - Combining i>clicker questions with the videos benefited learning and motivated students to watch the videos. - Students responded positively to elements like seeing the professor's face, class content, pictures and accompanying text in the videos. Length of 4-10 minutes was ideal. - Most students felt the number of videos provided was appropriate

1. Enhancing Student Engagement
Through the Use of Content
Capture and i>clicker
Office of Educational Excellence
Ball State University
Clicker Conference 2012
Chicago IL

2. Panel Participants
Joshua Gruver, Natural Resources and Environmental Management
Kathleen Jacobi-Karna, Office of Educational Excellence
Jerome Kotecki, Physiology and Health Science
David Largent, Computer Science
Angela Nickoli, Criminal Justice and Criminology
Gary Pavlechko, Office of Educational Excellence
Brian Pickerill, Office of Institutional Effectiveness
Tyler Smith, Theatre and Dance
Jennifer Young, Family and Consumer Sciences

3. Introduction
Clicker Qs
How many of you have used content videos?
How many of you have created your own
videos?

4. Research Study
• Background
• Purpose
• Methodology

5. Courses
Introduction to American Criminal Justice System
Introduction to Computers
Infant/Toddler Development and Education
Fundamentals of Human Health
Environment and Society
Aesthetics of Theatre

6. Research Study – Results
Preference for Style and Content
Agree Undecided Disagree Responses
Seeing video of the 78.3% 14.5% 7.2% 484
professor’s face (in addition
to his/her voice) helped me
engage with the pre-lecture
videos.
Seeing video of the class- 89.0% 8.3% 2.7% 483
specific content (in addition
to video/audio of the
professor) helped me
engage with the pre-lecture
videos.
Seeing pictures in the video 88.4% 8.5% 3.1% 483
helped me engage with pre-
lecture videos.
Seeing text to accompany 90.3% 6.2% 3.5% 484
the video (like a PowerPoint)
helped me engage with the
pre-lecture videos.
The pre-lecture videos 86.3% 11.2% 2.5% 482
should contain fact-based
material to be discussed later
in class.
The pre-lecture videos 65.8% 22.8% 11.4% 483
should contain abstract
concepts to be discussed
later in class.
The pre-lecture videos 32.2% 19.4% 48.3% 484
should contain material that
is NOT discussed later in
class.

7. Research Study – Results
Preference for Style and Content, continued
Agree Undecided Disagree Responses
Pre-lecture videos that 80.6% 16.1% 3.3% 484
focused on skill-specific
class activities were
useful.
Pre-lecture videos that 82.2% 15.3% 2.5% 483
demonstrated the
application of critical
analysis tools were
useful.
Pre-lecture videos that 68.3% 23.6% 8.1% 483
discussed historical eras
and concepts were
useful.
I used the pre-lecture 77.7% 10.3% 12.0% 484
videos to prepare for
class.
I used the pre-lecture 75.0% 8.1% 16.9% 484
videos to prepare for
quizzes and exams.
I used the pre-lecture 48.8% 23.8% 27.5% 484
videos to help with
homework.

8. Research Study – Results
Preference for Style and Content, continued
Agree Undecided Disagree Responses
Having i>clicker questions 81.2% 10.1% 8.7% 484
tied to the pre-lecture
videos helped me to better
learn course material.
Having i>clicker questions 82.2% 8.5% 9.3% 484
tied to the pre-lecture
videos motivated me to
watch the pre-lecture
videos.
The combination of pre- 77.6% 16.1% 6.2% 483
lecture videos and i>clicker
questions helped me to
learn better than one or the
other by itself.
I would have watched the 54.7% 23.6% 21.7% 483
pre-lecture videos even if
no grade was tied to them.
I enjoyed the class more 41.0% 37.3% 21.7% 483
because of the pre-lecture
videos.
I wish other professors 60.6% 24.1% 15.4% 482
used pre-lecture videos in
their classes.
The number of pre-lecture 79.5% 15.1% 5.4% 484
videos my professor
provided during the
semester was the right
quantity.

9. Research Study – Student Responses
1. Access to content anywhere and anytime.
“I like that I can watch it on my own time. I also enjoy that I can go back to
rewatch the video so I can understand it better.” (THEA 103)
“I just like that I can watch them on my own time, and if I missed something, I
could just go back and replay it. It really helped with my understanding of the
subjects.” (NREM 101)
“. . . It was nice to have information that we didn’t have time to cover in class. It
can get very difficult reading out of a textbook with no supplement and this
definitely helped me with my understanding of the topic.” (CJC 101)

10. Research Study – Student Responses
2. Help prepare for class/understand material better.
“They allowed me to do well on the quizzes in class. Because I watched the
videos, I was able to engage myself more into the lectures and learned more
about the material.” (HSC 160)
“I like the fact that I got to hear useful information repeatedly. Repetition of
information is obviously going to be useful when it comes to memorizing
information for class. It was a great tool to prepare for class and tests to reinforce
certain subjects.” (CS104)
“I felt more prepared going into class having reviewed the material prior to
lecture.” (CS 104)

11. Research Study – Student Responses
3. Pre-lecture videos were personal.
“It had a one-on-one feeling to it. The class I am in has around 140 students in it
and this helps the professor to be a bit more relational to the students.” (THEA
103)
“The videos were personal and it was easier to approach him about questions
because of this.” (NREM 101)
“I like the way she presented the information. Her voice was engaging. I liked
that I got a sense of what class was going to be about. This helped me focus
better.” (FCSFC 265)

12. Research Study – Student Responses
4. Combining i>clicker and content capture was
beneficial.
“I enjoyed the use of the i>clicker quizzes being tied in with the pre-lecture
videos.” (HSC 160)
“They prepare you for the upcoming clicker quizzes and class lectures and allow
you to familiarize yourself with the material ahead of time.” (CS 104)
“They discussed what was going to be talked about in class, and they gave a
preview to what the i>clicker quiz was going to be like.” (CS 104)

13. Best Practices – Creating Video
• Ideal length of videos—4-10 minutes.
• Plan ahead.
• Limit expectations.
• Selecting topics for videos.
• Include a unique element.
• Use a variety of visual stimuli (face, ppt text, pictures,
embedded video).
• Quality of video.
• Grades motivate video viewing.

14. Conclusion
Q&A

15. www.bsu.edu/educationalexcellence
oee@bsu.edu