Abstract:
Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in lear...Show MoreMetadata
Abstract:
Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs.
Published in: IEEE Transactions on Education ( Volume: 55, Issue: 4, November 2012)
School of Information Technology, Deakin University, Waurn Ponds, Victoria, Australia
Jason Wells received the B.A. degree in science from Deakin University, Waurn Ponds, Australia, in 1991.
From 1992 to 2004, he was a Graduate Research Assistant with the School of Information Technology, Deakin University, working in the field of machine learning. In 2005, he took a position of Associate Lecturer and was promoted to Lecturer in 2008. His research interests include machine learning, information security, an...Show More
Jason Wells received the B.A. degree in science from Deakin University, Waurn Ponds, Australia, in 1991.
From 1992 to 2004, he was a Graduate Research Assistant with the School of Information Technology, Deakin University, working in the field of machine learning. In 2005, he took a position of Associate Lecturer and was promoted to Lecturer in 2008. His research interests include machine learning, information security, an...View more
School of Information Technology, Deakin University, Geelong, Victoria, Australia
Robert Mathie Barry received the B.A. degree in psychology and B.A. (Hons.) degree in information technology, for the thesis “Understanding Player Preferences of Video Game Design: An Application of the Uses and Gratifications Paradigm to the Fundamentals of Video Game Design,” from Deakin University, Geelong, Australia, in 2011 and 2012, respectively.
He has been employed as a Research Assistance and Demonstrator with the...Show More
Robert Mathie Barry received the B.A. degree in psychology and B.A. (Hons.) degree in information technology, for the thesis “Understanding Player Preferences of Video Game Design: An Application of the Uses and Gratifications Paradigm to the Fundamentals of Video Game Design,” from Deakin University, Geelong, Australia, in 2011 and 2012, respectively.
He has been employed as a Research Assistance and Demonstrator with the...View more
School of Information Technology, Deakin University, Geelong, Victoria, Australia
Aaron Spence received the B.A. degree in science and B.A. (Hons.) degree in information technology, for the thesis “Assessment of the Feasibility of Handheld Video Game Development in Tertiary Curriculum,” from Deakin University, Geelong, Australia, in 2009 and 2011, respectively.
He has been employed as a Research Assistant and Demonstrator with the School of Information Technology, Deakin University. His interests includ...Show More
Aaron Spence received the B.A. degree in science and B.A. (Hons.) degree in information technology, for the thesis “Assessment of the Feasibility of Handheld Video Game Development in Tertiary Curriculum,” from Deakin University, Geelong, Australia, in 2009 and 2011, respectively.
He has been employed as a Research Assistant and Demonstrator with the School of Information Technology, Deakin University. His interests includ...View more
Contents School of Information Technology, Deakin University, Waurn Ponds, Victoria, Australia
Jason Wells received the B.A. degree in science from Deakin University, Waurn Ponds, Australia, in 1991.
From 1992 to 2004, he was a Graduate Research Assistant with the School of Information Technology, Deakin University, working in the field of machine learning. In 2005, he took a position of Associate Lecturer and was promoted to Lecturer in 2008. His research interests include machine learning, information security, and the use of information technology within education.
Jason Wells received the B.A. degree in science from Deakin University, Waurn Ponds, Australia, in 1991.
From 1992 to 2004, he was a Graduate Research Assistant with the School of Information Technology, Deakin University, working in the field of machine learning. In 2005, he took a position of Associate Lecturer and was promoted to Lecturer in 2008. His research interests include machine learning, information security, and the use of information technology within education.View more
School of Information Technology, Deakin University, Geelong, Victoria, Australia
Robert Mathie Barry received the B.A. degree in psychology and B.A. (Hons.) degree in information technology, for the thesis “Understanding Player Preferences of Video Game Design: An Application of the Uses and Gratifications Paradigm to the Fundamentals of Video Game Design,” from Deakin University, Geelong, Australia, in 2011 and 2012, respectively.
He has been employed as a Research Assistance and Demonstrator with the School of Information Technology, Deakin University. His interests include the application of human motivational theories from psychology and other fields to assist an understanding and improvement of video game enjoyment.
Robert Mathie Barry received the B.A. degree in psychology and B.A. (Hons.) degree in information technology, for the thesis “Understanding Player Preferences of Video Game Design: An Application of the Uses and Gratifications Paradigm to the Fundamentals of Video Game Design,” from Deakin University, Geelong, Australia, in 2011 and 2012, respectively.
He has been employed as a Research Assistance and Demonstrator with the School of Information Technology, Deakin University. His interests include the application of human motivational theories from psychology and other fields to assist an understanding and improvement of video game enjoyment.View more
School of Information Technology, Deakin University, Geelong, Victoria, Australia
Aaron Spence received the B.A. degree in science and B.A. (Hons.) degree in information technology, for the thesis “Assessment of the Feasibility of Handheld Video Game Development in Tertiary Curriculum,” from Deakin University, Geelong, Australia, in 2009 and 2011, respectively.
He has been employed as a Research Assistant and Demonstrator with the School of Information Technology, Deakin University. His interests include strengthening the creative ties between players and gameplay through unique and inspiring game design.
Aaron Spence received the B.A. degree in science and B.A. (Hons.) degree in information technology, for the thesis “Assessment of the Feasibility of Handheld Video Game Development in Tertiary Curriculum,” from Deakin University, Geelong, Australia, in 2009 and 2011, respectively.
He has been employed as a Research Assistant and Demonstrator with the School of Information Technology, Deakin University. His interests include strengthening the creative ties between players and gameplay through unique and inspiring game design.View more
