We have results from three studies that provide evidence that:
- Students find interactive video engaging and find that it helps them understand the problem better than traditional methods.
- Students prefer interactive video over worksheets.
- Under controlled conditions, students who use curriculum based on interactive video showed significantly greater learning gains on science process critical thinking skills even when compared to integrated hands-on learning.
Feedback from Student Surveys and Think-Alouds
Science education researchers at MIT and Carleton College measured students’ experience using our interactive video compared to traditional methods:
- 85% reported that our interactive video made it easier to understand the scenario being investigated
- 92% said they’d encourage their friends to take courses that use our interactive video
- 65% wished MIT’s online physics course included more of our interactive video
- 60% reported in increase in using scientific skills like measurement technique when using our interactive video
Students also reported that they felt more confident using interactive video because they can see and measure the outcomes of events for themselves.
Teachers using Pivot Interactives report similar experiences. Students prefer active investigation using interactive video compared to learning via video lecture or word problems.
Controlled Study of Learning Gains in Critical Thinking
Teaching students to construct models that describe natural phenomena is a key part of science literacy. A year-long study using 160 university students and four instructors showed that students who use interactive video used in Pivot Interactives increased their ability to construct models (Model Making) compared with students who did not. Similarly, students who used Pivot Interactives instructional methods showed an increased ability to evaluate whether a known model adequately describes a new situation, a skill the authors called Model Breaking.
- The physics course in the study used SCALE-UP , an active learning curriculum with significant hands-on apparatus-based component. Interactive video showed substantial learning gains -- even compared to this active learning environment.
- Students who used interactive video to learn Model Making learned to develop a mathematical relationship between two parameters. For example, students used an array of interactive videos of transverse waves in a spring to develop the relationship between wavelength and frequency.
- Students in this group out-performed the control group by over 20% on the end-of-semester assessment of Model Making.
- Students who used interactive video to learn Model Breaking learned to apply a known model to a new situation and determine whether the model accurately described the outcome.
- Students in this group outperformed students in the control group by 400% compared to the control group.