1. On-Demand Streaming Video in Self-Paced Lab Environments
Pre-publication research
By Don Morris
2017 CASA Research Symposium

2. Are Streaming Video Tutorials helpful in a hectic self-paced
lab environment?

3. Theoretical Justification
As of 10/2/2017, there were about 211,000,000 YouTube Tutorials
Most practical skills can be learned on Youtube
Today’s learners are very comfortable with this format

4. Young People Like How-To Videos
As of 2015,
67% of millennials agree that they can find a YouTube video on anything they want to learn
91% of mobile users check YouTube for inspiration while working on a project
“How to” YouTube searches are growing 70% year by year

5. Reasons to Use Streaming Video Tutorials
Available WHEN we want them – even while working on our own projects
Available for most subjects we need
Can allow watching and re-watching, pausing motion, and up close and personal views

6. The Question of Effectiveness…
Are YouTube Tutorials a good way to teach in a self-paced lab environment?
Attempt to answer that question with data instead of feelings and anecdotes…

7. Personal Connection… Me and Macrodactyly Amputation and Recovery
The need for a different teaching Paradigm

8. Procedure Get OSPA Permission Teach Class without YouTube Videos
Have students fill out permission slips and Likert Scale surveys (control group)
Shoot Video Tutorials (Before Amputation!)
Teach class EXACTLY THE SAME again, using the same lecture notes, handouts, and assignments – but add YouTube Video Tutorials
Have students fill out same permission slips and surveys (experimental group)
(randomly chosen survey)

9. An Example Tutorial Video

10. Scope of the Video Project
Some 30 hours of raw video were shot and processed.
Most of this was shot by Ben, my 15 year old son.
While the video isn’t production quality, it is YouTube quality.
These were posted on YouTube and Available to the public.
I have had about 34K views in the last 10 months…
Thanks Ben!

11. Comments
This marked the 4th and 5th times I have taught this class at SIU.
I got really tired of listening to myself in lab.
Our department switched structures, and the experimental group ended up having much larger class sizes (12 average control, 21 average experimental).
Those students that truly took advantage of the videos (i.e. watched at home before the lab) were able to move with a speed I have not seen before.
Most students didn’t really take advantage of the medium – watching only when they were in trouble, or not at all.
Most of this study is based on student reports.

12. Survey – The Questions
Before taking this class, how would you rate your ability to do aircraft sheet metal work?
After completing this class, how would you rate your ability to do aircraft sheet metal work?
What letter grade do you expect to earn in this class?
What was your overall level of difficulty completing the lab projects?
How much of your difficulty completing the lab projects was related to the amount of time available to complete the labs?
How much of your difficulty completing the lab projects was related to knowing what to do in order to complete the labs?
How much of your difficulty completing the lab projects was related to knowing how to do the required math?
Do you think that appropriate YouTube tutorial videos would be / are a good way to learn how to do your lab projects?
How much did you / would you use the tutorial videos?
How do you think your grade would be if you were in the other experiment group?

13. Raw Data Control Group: Experimental Group:
33 students
59.1 actual hours average time to complete projects.
Experimental Group:
41 students
59 actual hours average time to complete projects.
Statistical significance of data was validated by single factor analysis of variance (ANOVA)
A p value of < 10% was chosen to represent a statistically significant result for this study

14. Validating Data
8) Do you think that appropriate YouTube tutorial videos would be / are a good way to learn how to do your lab projects?
10) How do you think your grade would be if you were in the other experiment group?
These two questions were used to validate data.
Any student that thought that the videos were a good way to learn, but that they would do much worse in the group with videos (or vice versa) were eliminated.
This involved 5 data points – all from the Experimental Group.

15. Data Between Groups

16. Conclusions - Differences
Those with YouTube Videos thought they learned less in the class (Q1 and Q2: p < 3% and p < 10%),
even though they expected better grades (Q3: p < 2%)
but were not statistically different in the actual grades they received (p > 20%).
Students used the videos more than they thought they would (Q9: p < 1%).
They reported much less difficulty knowing what to do next when given video tutorials as opposed to text (Q6: p = 7%).
Those that had them thought less highly of them than those who did not (Q8: p < 2%). (They weren’t as good as they thought they would be.)

17. Conclusions - Similarities
Students like YouTube Tutorials (Q8 – both groups).
Students required the same number of actual hours to complete the projects (p = 94%)
and understood that, reporting the same amount of difficulty with time (p = 80%).
They were not statistically different in overall experienced difficulty (p > 20%), or in
difficulty with math (p > 16%).

18. Data Within the Experimental Group
Q 9: How much did you use the tutorial videos?
Defined “High Use” as those who reported at least an 8 of 10, and “Low Use” as those who reported 7 or less.
Tough to find statistical significance here, due to low n.
Only one statistically significant difference between High and Low usage students:
Do you think that appropriate YouTube tutorial videos are a good way to learn how to do your lab projects? p < 8%.
What grade do you expect to earn in this class? missed being statistically significant by a frog’s whisker – rounding to p = 10%.

19. Moving On…
Intending to write a collaborative paper with Mathew Romero (Aviation Management) discussing the use of technology in laboratory settings.
Hope to publish (of course).
Unsure CASA journal will be around, so will probably aim this at a TBD Educational Journal.

20. Questions?
Suggestions?
Thanks!