Khan Academy: Learning and Self-Explanation

ID: 49502 Type: Brief Paper: Other
  1. Christopher Devers, Erin Devers, Thomas Lehman, and Timothy Steenbergh, Indiana Wesleyan University, United States
  2. Alexandra Alayan, Wheaton College, United States
  3. Emily Ragsdale, Olivia Hayes, Kelsey Evey, Mackenzie Cook, Arthur Cobb, Kaylin Gandy, and Dhiau Reng, Indiana Wesleyan University, United States
  4. Marion Aitchison, Macquarie University, Australia

Thursday, June 30 11:15-11:35 AM Location: Junior Ballroom D

No presider for this session.

Abstract: Khan Academy, which is known for providing verbal step-by-step explanations, is increasingly used by students and in educational environments. The purpose of this project was to evaluate student learning from watching a Khan Academy video while applying evidence-based pedagogy. Participants used self-explanation to improve learning and were randomly assigned to one of four conditions: test-only, no self-explanation, retrospective verbal self-explanation, or concurrent verbal self-explanation. The results suggest that students learned no more about economics from watching a Khan Academy video than not watching it. Additionally, when students utilized the evidence-based pedagogical technique of self-explanation, instead of increasing learning, it strengthened their misconceptions of economics; and thus participants who self-explained performed worse.

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