Effect of Question Prompting and Feedback Approaches in Interactive Microlearning Videos on the Learning Outcomes of Undergraduate Students
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Abstract
The study aimed to achieve the following objectives: 1) to evaluate the learning outcomes of students who used interactive microlearning videos with detailed and general question prompts; 2) to assess the learning outcomes of students who utilized interactive microlearning videos with feedback, including the knowledge of correct response (KCR) or Elaborated feedback (EF); and 3) to examine the correlation between the types of question prompts, feedback, and the student's learning outcomes. The study adopted a 2x2 factorial experimental design with complete randomization. The research sample consisted of 101 third-year undergraduate students from the academic year 2023, selected through stratified random sampling. The research instruments included an interactive microlearning video with an efficiency value of 91.27/79.50 and a 50-item multiple-choice achievement test. The quality of the test in terms of validity, reliability, difficulty, and discrimination power was verified and met the established criteria. Two-way analysis of variance (ANOVA) was used to analyze the data. The results revealed that students who received detailed question prompts achieved significantly higher learning outcomes than those who received general prompts. There was no significant difference in learning outcomes between the groups receiving different types of feedback. However, the interaction between the question prompt and feedback types significantly impacted the learning outcomes. Specifically, the group that received detailed question prompts and knowledge of corrective responses outperformed all other groups regarding learning achievement.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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