Assessing the Effect of Constructivist YouTube Video Instruction in the Spatial Information Sciences on Student Engagement and Learning Outcomes

Abstract

This paper examines the potential of pedagogically designed video demonstrations in supporting the learning requirements of students in the Spatial Information Sciences (SIS). Currently, over three hundred full and part-time students in the College of Engineering and Built Environment undertake a module in Land Surveying each semester and although these students range in discipline and academic level, they all share a need for basic information and instruction in the area of practical land-surveying techniques. To accommodate this highly practical subject area, 50% of contact time is normally dedicated to group-based field exercises. To enhance the students’ practical learning experience in Land Surveying modules and provide a mobile (m)learning resource a number of short videos with voice-over instruction have been developed. These short YouTube clips show the correct use of survey equipment and can be directly accessed in the field via a web and video enabled mobile platform. This study highlights the effectiveness of designing high quality mlearning resource material for use by undergraduate students. Outcomes of the study indicate that the use of videos hosted on YouTube is very positive as it presents few barriers to learners in terms of access and usability. Learners were shown to have the tools and desire to engage with mlearning materials. Furthermore, the use of multi-media resources was shown to be effective in improving learners’ confidence in their practical abilities and increased their retention of key topics when formally assessed. From this study it can be concluded that video and related quality multimedia mlearning materials will play a significant role in serving the needs of 21st Century learners.

Keywords

• Active learning
• Geomatics
• mLearning
• Video
• Surveying