Supporting preservice economics teachers in creating high-quality instructional videos

Abstract

Instructional videos are a popular teaching and learning tool. Teachers use already existing videos and develop their own videos, in which they explain important domain concepts. The effectiveness of these videos depends on their instructional quality. To support future teachers in creating high-quality videos, we developed a training and compared the instructional quality of videos developed by pre-service economics teachers (N = 24) before and after the training period. The quality is assessed based on a theoretically funded framework. We identify small improvements regarding the overall instructional quality and provide an overview of the most common changes made by the preservice teachers. Overall, the study contributes to a better understanding of how future teachers can be supported in creating high-quality digital media.

Keywords:

• Instructional video
• video explanation
• teacher education
• multimedia learning
• instructional explanation
• video development
• economic education

Acknowledgements

We would like to thank the preservice teachers who produced the videos and agreed to their use for research purposes. We also thank Roland Happ and Markus Allbauer-Jürgensen for their feedback concerning an earlier version of this manuscript. Our gratitude further extends to the research assistants who supported us in the rating process.

Disclosure statement

The authors have no relevant financial or non-financial interests to disclose.

Notes

1 View-only Link to the original preregistration: https://osf.io/fj4m9/?view_only=35d661fd0a1a4659bf44a53bc4040196, view-only link to the amendment: https://osf.io/6be9m/?view_only=971f8c0796954928a122e89449c484db

2 In our preregistration, we originally planned to use only Fleiss’ kappa as a measure for interrater reliability and planned to exclude certain criteria based on cut-off values. After the first discussion, we decided against this approach and agreed to use intraclass correlation (ICC) because it is a better fit to the ordinal nature of the scale and shows whether the raters are consistent and agree in tendency (Hallgren, 2012).

Additional information

Funding

This work was partly funded by the Federal Ministry of Education and Research (BMBF) and the Baden-Württemberg Ministry of Science as part of the Excellence Strategy of the German Federal and State Governments

.