Impact of Screencast Technology: Connecting the Perception of Usefulness and the Reality of Performance

Joanna Millunchick


2014 HH Dow

T: (734) 647-8980





Katie R Green, Tershia Pinder-Grover, and JoannaMirecki Millunchick (2012)


BACKGROUNDPrior research on the instructional use of screencasts (video of acomputer screen output with realtime audio commentary) suggests thatthis technology is perceived by students as beneficial and results inimproved course performance.PURPOSEThis study explores how and why students use screencasts, as well as whysome students choose not to use them. The study also investigateswhether the perception that screencasts are helpful aligns with thereality of students' course performance.DESIGN/METHODA quantitative study was conducted throughout two semesters in anundergraduate engineering survey course at a large public university.The investigation used a student perceptions survey and case studyanalysis to explore the connection between screencast use, theperception of having gained a deeper understanding of the coursematerial based on this use, and actual course performance.RESULTSFindings indicate that students' preferred strategies for usingscreencasts are related to the frequency of use and the degree ofunderstanding. Students who use the screencasts more and perceive themto have increased their understanding demonstrate increased competenceon particular exam questions. Only those students who actively chose notto use screencasts (compared to those who forgot or ran out of time)show no detrimental effects on their performance.CONCLUSIONOur findings highlight both the perceived and actual value ofscreencasting to students and the ways this technology is used. Thisresearch suggests that screencasting may promote self-efficacy amongundergraduate engineering students.

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