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

Khan Academy: Learning and Self-Explanation

Brief Paper: Other ID: 49502
  1. aaa
    Christopher Devers
    Indiana Wesleyan University
  2. Erin Devers
    Indiana Wesleyan University
  3. Thomas Lehman
    Indiana Wesleyan University
  4. Timothy Steenbergh
    Indiana Wesleyan University
  5. aaa
    Alexandra Alayan
    Wheaton College
  6. aaa
    Emily Ragsdale
    Indiana Wesleyan University
  7. Olivia Hayes
    Indiana Wesleyan University
  8. Kelsey Evey
    Indiana Wesleyan University
  9. Mackenzie Cook
    Indiana Wesleyan University
  10. Arthur Cobb
    Indiana Wesleyan University
  11. Kaylin Gandy
    Indiana Wesleyan University
  12. Dhiau Reng
    Indiana Wesleyan University
  13. Marion Aitchison
    Macquarie University

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.

No presider for this session.

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