Student-made videos in the spotlight: How to raise interest with a learning video?
Résumé
Many students complain about math-specific fear (Houghton et al., 2019) and this anxiety hindering
their understanding, however, positive emotions contribute to creativity and flexibility in thinking
(Picard et al., 2004). Therefore, we aimed at raising students’ interest by giving them a task to create
a video. During the Covid pandemic, learning videos experienced their prime time. This makes it
necessary to understand how such videos influence the way students learn. It was found that many
learning videos were not as popular with students as expected (Wijnker et al., 2019) because they
failed to raise interest. These two issues motivated us to design and analyse video tasks. In this paper,
we present two video tasks: the first one was to cheer up students during the first lockdown. As
students liked the task, the second task was designed with some modifications. The analysis of
Wijnker and colleagues (2019) on the effectiveness of learning videos turned our attention to studentmade videos as a possible source to find out what features make a learning video more effective than
another. We will present the video tasks and aim to identify these features.
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