The Impact of AI-Generated Instructional Videos on Problem-Based Learning in Science Teacher Education
Education Sciences,
Journal Year:
2025,
Volume and Issue:
15(1), P. 102 - 102
Published: Jan. 18, 2025
Artificial
Intelligence
(AI)
has
gained
significant
prominence
in
science
education,
yet
its
practical
applications,
particularly
teacher
training,
remain
underexplored.
Specifically,
there
is
a
lack
of
research
on
AI’s
potential
to
support
personalized
professional
development
through
automated
analysis
classroom
interactions
and
tailored
feedback.
As
education
requires
skill
complex
scientific
concepts
within
problem-based
learning
(PBL)
contexts,
growing
need
for
innovative,
technology-driven
instructional
tools.
AI-generated
videos
are
increasingly
recognized
as
powerful
tools
enhancing
educational
experiences.
This
study
investigates
the
impact
videos,
designed
using
established
design
principles,
self-efficacy,
task
performance,
outcomes
education.
Employing
within-subjects
design,
current
included
pre-test,
post-test,
transfer
assessments
evaluate
durability
transferability,
consistent
with
design-based
methodology.
Moreover,
this
compares
effectiveness
two
video
formats:
one
an
embedded
preview
feature
allowing
learners
key
before
detailed
instruction
(video-with-preview
condition)
another
without
(video-without-preview
condition).
It
specifically
examines
role
features
these
during
training
55
Greek
pre-service
teachers
(n
=
55;
mean
age
27.3
years;
range
22–35).
The
results
demonstrated
that
effectively
supported
knowledge
retention.
However,
no
differences
were
observed
between
across
all
assessed
metrics
tests.
These
findings
also
indicate
can
enhance
retention,
transfer,
positioning
them
promising
assets
limited
highlights
careful
evaluation
elements,
such
interactivity
adaptive
algorithms,
fully
realize
their
potential.
Language: Английский
A Protocol for Evaluating Learning Outcomes Using Reverse Jigsaw and Edpuzzle in Doctoral Business Education: A Q-Methodology Study
International Journal of Qualitative Methods,
Journal Year:
2025,
Volume and Issue:
24
Published: March 1, 2025
The
aim
of
this
Q-methodology
study
is
to
explore
the
impact
innovative
pedagogical
interventions,
specifically
Reverse
Jigsaw
and
Edpuzzle
methods,
on
learning
outcomes
doctoral
business
students.
technique,
an
collaborative
strategy,
emphasizes
information
sharing
knowledge
integration
among
Edpuzzle,
as
interactive
video
platform,
engages
students
by
allowing
educators
embed
questions
into
videos.
These
methods
are
known
significantly
enhance
experiences,
particularly
in
complex
environment
higher
education.
Conducted
over
18-week
Qualitative
Research
course
at
a
school,
participant
pool
will
consist
15
Focus
group
interviews
be
conducted
extract
insights
from
participants,
followed
application
Q-sorting
procedures
categorize
subjective
opinions.
findings
analysis
expected
reveal
diverse
spectrum
perspectives
held
provide
valuable
guidance
for
educators,
curriculum
designers,
institutions
refine
their
teaching
strategies
education
context.
This
research
contributes
ongoing
discourse
relation
innovation,
endeavors
elevate
overall
quality
specialized
field
shedding
light
these
nuanced
viewpoints.
Language: Английский