Computational Estimation in the Classroom with Tablets, Interactive Selfie Video and Self-regulated Learning

Abstract

Interactive video combines nonlinear video structuring, dynamic information presentation and several types of interactivity over or next to the video in order to make the video watching experience more participative and constructive. There are no studies that evaluate interactive video’s learning effectiveness in the classroom environment. In this study, we focus on assessing an e-learning environment based mainly on interactive videos which enables self-paced learning in the classroom with the use of tablets. The learning goal is to help primary school students to develop computational estimation strategies in math. Fifteen 5th grade students participated in a pilot study in 2 two-hours lessons and they were asked to sit in pairs in front of a tablet, share the provided earphones and follow a learning path concerning computational estimations without any guidance. The main protagonist of the videos was the teacher who went to various locations and presented a series of realistic shopping problems through selfie video. The videos were converted to interactive experiences in the LearnWorlds platform (http://www.learnworlds.com). Data collection was implemented through pre/post test, an attitude questionnaire and a focus group. After the intervention, the students became most flexible in the use of computational estimation strategies and they used a bigger repertoire of strategies. Moreover, students considered this way of learning as more fun and effective and characterized interactive videos as useful, helpful, provocative, informative and participative. The proposed approach managed to promote differentiated, autonomous and authentic learning.