Generating an instructional video as homework activity is both effective and enjoyable

• Published in: Learning and instruction 2019-12, Vol.64, p.101226, Article 101226
• Main Authors: Hoogerheide, Vincent, Visee, Joran, Lachner, Andreas, van Gog, Tamara
• Format: Article
• Language: English
• Subjects: Generative learning; Instructional video; Learning enjoyment; Learning-by-teaching; Summarizing
• ISSN: 0959-4752; 1873-3263
• DOI: 10.1016/j.learninstruc.2019.101226

Research with adolescent and university students has shown that after studying a text, teaching its content to a fictitious peer on camera fosters learning compared to restudying. We investigated the effects of generating a teaching video during homework in a sample of primary school students (N = 131) in comparison to restudying and summarizing. Students were provided with a text and a homework assignment over the weekend. The Restudy Condition was instructed to study the text as often as necessary. The Summarizing and Video Condition were instructed to study the text as often as necessary and to then generate a summary or teaching video about the text, respectively. Teaching on video was perceived as more enjoyable than restudying or summarizing, and improved test performance compared to restudying. Teaching on video was not more effective than summarizing; however, summarizing did not improve test performance compared to restudying, as teaching did. •Teaching on video entails explaining learning material to a fictitious student on camera.•We compared effects of teaching on video and summarizing as homework activities for children.•Summarizing did not lead to better test performance than restudy; teaching on video did.•Teaching on video was perceived as more enjoyable than restudying or summarizing.•Teaching on video can be an effective and enjoyable homework activity for children.