Effects of Embedding Questions at Different Temporal Locations within Instructional Videos on Perception and Performance

This research investigated the effects of embedding knowledge-check questions in temporal locations within video lectures and their impact on students’ perceptions and performance. The students’ perceptions focused on their views on both the video lecture and the knowledge-check questions embedded in temporal locations within the video. These strategic locations are the time intervals between questions. It was hypothesized that when questions are embedded in strategic locations in a longer video, students will score significantly higher in perception and performance scores. This study builds on recent studies on optimal engagement times for video lectures, the use of questions within the lectures, and the use of xAPI analytics to determine video usage patterns. A total of 86 students from six undergraduate classes participated in the study. These classes were randomly assigned to one of three groups. The control group (CG) did not have questions embedded in the video lecture but had practice-test questions after the video lecture. Treatment 1 (T1) and Treatment 2 (T2) had knowledge-check questions embedded in temporal positions within the video at the 2-3 minute and 5-6-minute mark, respectively. There were no significant differences between groups regarding the student perception scores, which included both perceptions on the video lecture and the embedded-knowledge-check questions. There were also no significant differences between the groups with regards to the post-test quiz scores. However, there were significant differences between groups relating to knowledge-check question scores. Furthermore, by running a linear regression, two relationships were discovered 1) between post-test performance scores and time spent engaging with the video lecture, and 2) between knowledge-check scores and time spent engaging with the video lecture. A relationship was not found between perception scores and usage patterns.