„Mit der Lernapp simpleclub werden die Gründer das Bildungssystem revolutionieren, das Lernen der Zukunft neu definieren und die Entwicklung aktiv mitgestalten.“ (Giesecke & Schork, 2021) This statement may appear bold but with around one million of students who are supposed to use the application every month with raising tendency, perhaps not completely unfounded. When the two founders of the application started with producing math learning videos on the broadcast platform “YouTube” they were still students at school themselves.
Since this application seems to reach a broad audience and increasing popularity amongst students, it seems possible that its relevance as part of reality of life to students may rise and so perhaps also of teachers as well.
The application is praised for their learning videos which are supposed to be easy to access, understand and remember (cf. ibid). This is why this paper is going to deal with this learning application and focuses on an exemplary learning video to investigate to what extent understanding is enhanced or not with the learning methods used.
In order to be able to come to meaningful statements the focus has to lie on the feature “Learning video” and therefore other features of the learning application for instance interactive tasks, tests and summaries based on specific topics cannot be dealt with. Therefore, the final evaluation cannot be understood as a fundamental assessment of the application, but rather only be understood in relation to the specifically examined video.
Table of Contents
1. Introduction
2. The Learning application “The Simple Club”
3. Understanding, Elaborative interrogation, concrete examples and dual coding
4. Analysis of the learning video Welche Atommodelle gibt es?! - Teil 1
5. Evaluation
6. Conclusion
7. References
Objectives and Research Focus
This paper investigates the effectiveness of specific learning techniques, namely dual coding and concrete examples, as applied within an educational video from the "Simpleclub" learning application. The primary research question is to what extent these methods enhance student understanding of complex scientific topics.
- Application of dual coding in digital learning environments
- Role of concrete examples in illustrating abstract concepts
- Assessment of "Simpleclub" learning videos regarding cognitive engagement
- Analysis of pedagogical methods in video-based education
- Evaluation of potential cognitive overload in rapid information presentation
Excerpt from the Book
Analysis of the learning video Welche Atommodelle gibt es?! - Teil 1
In the given learning video Welche Atommodelle gibt es?! - Teil 1 of the learning application “The Simpleclub” different atom models and the historical background of their development are presented to the student. Hence this is assumed as the aim of the video.
As already stated, Elaborative interrogation involves asking how and why-questions (Hirshman, 2001) and (Weinstein & Sumeracki, 2019, p. 104). The title of the learning video could therefore be seen as the application of this technique as well as at 0:25 min the question “Was ist ein Modell?”. It appears to be important, in context to what is referred as elaborative interrogation, that possible answers to these questions are provided after the question was asked which is the case in the present learning video (cf. 0:30-36).
Since concrete examples are supposed to illustrate abstract ideas in order to make them easier to understand, the expression: “Der Teig stellt die positive geladene Masse des Atoms dar, die kleinen Rosinen stehen für die Elektronen” (3:05 min) can be seen as an concrete example for illustrating the abstract concept of how electrons are supposed to be behave in an atom according to “Thomsonsches Atommodell”. By doing this, elements that should already be known to the student (“Teig” and “Rosinen”) combined with implemented information about specific characteristics of the respective elements. Dough for instance, is a mass that is not solid, that should also be already known to the student. This way this concept is applied to the yet unknown, abstract concept, that is supposed to work in a similar way and so potentially understood.
Summary of Chapters
1. Introduction: This chapter provides an overview of the "Simpleclub" application and outlines the paper's focus on analyzing specific learning techniques within a selected video.
2. The Learning application “The Simple Club”: This section introduces the platform as a popular tool for students, describing its major features such as organizational support and educational content presentation.
3. Understanding, Elaborative interrogation, concrete examples and dual coding: This chapter defines the theoretical framework of learning, specifically focusing on elaboration strategies, dual coding, and the use of concrete examples.
4. Analysis of the learning video Welche Atommodelle gibt es?! - Teil 1: This part applies the previously defined theoretical criteria to analyze how specific pedagogical techniques are utilized within the selected educational video.
5. Evaluation: This chapter critically assesses the effectiveness of the observed techniques, discussing potential benefits as well as risks such as cognitive overload.
6. Conclusion: The final chapter summarizes the findings, confirming that while the video effectively uses various learning techniques, there is room for improvement in avoiding distractions and managing information density.
7. References: This section lists all academic sources and materials used for the research and analysis.
Keywords
Simpleclub, Dual Coding, Elaborative Interrogation, Concrete Examples, Educational Technology, Learning Video, Cognitive Load, Atom Models, Digital Learning, Pedagogical Techniques, Scientific Education, Student Understanding, Multimedia Learning.
Frequently Asked Questions
What is the main purpose of this research?
This work evaluates the effectiveness of specific learning techniques in an educational video from the "Simpleclub" application to determine how well they facilitate student understanding.
Which theoretical learning concepts are examined?
The study focuses on elaborative interrogation, the use of concrete examples, and dual coding as primary pedagogical strategies.
What is the research core of this paper?
The paper examines if and how the "Simpleclub" video utilizes pedagogical methods to explain scientific content, specifically regarding atom models.
How is the analysis conducted?
The author analyzes the video against theoretical criteria defined by learning scientists like Weinstein and Sumeracki to identify the application of dual coding and concrete examples.
What is covered in the main body of the paper?
The main body defines the core learning techniques, analyzes their specific implementation in the video "Welche Atommodelle gibt es?! - Teil 1", and evaluates potential benefits and challenges like cognitive overload.
Which keywords define this work?
The work is defined by concepts such as multimedia learning, dual coding, pedagogical techniques, and digital education platforms.
Does the video successfully use dual coding?
The study finds that dual coding is indeed the most frequently used technique in the video, though it is often combined with other methods.
What is the conclusion regarding improvement?
The author concludes that while the techniques generally enhance understanding, some elements—such as distracting caricatures or high information speed—could lead to cognitive overload and should be optimized.
- Citation du texte
- Anonym (Auteur), 2019, An evaluation of the enhancement of understanding in the learning video "Welche Atommodelle gibt es! - Teil 1" of the learning application "The Simple Club", Munich, GRIN Verlag, https://www.grin.com/document/1400801
