1. Khan Academy Video Learning Christopher J. Devers, Allie Alayan, and Cody Reaves Indiana Wesleyan University

2. Why Research Video Learning? In the fall 2011 term alone, approximately 6.1 million students nationwide were taking at least one online course Many of these courses used videos as part of their curriculum (Lytle, 2011)

3. Khan Academy: Background Developed by Sal Khan in September 2006 Four different degrees Three from the Massachusetts Institute of Technology Masters in Business Administration from Harvard University Not-for-profit Change education

4. Why Research Khan Academy? Media Attention Implications for online learning Law of demand Visual and audio explanation Over 4000 educational videos K-12, Higher Ed Translated into several different languages

5. Design: Overview Single variable, within-subjects design Pre and post-test Ten questions in length 15 minute time limit Measured the impact of watching the Khan Academy video on learning

6. Design: Past Research Online videos provide an innovative medium through which learners of all ages can engage and interact with material in ways much different than the traditional classroom setting Video learning is not new or revolutionary, and at times has been found to be more memorable than traditional text-based instruction (Cennamo, 1993; Chu & Schramm, 1974; Kozma, 1986; Krendl & Watkins, 1983; Choi & Johnson, 2005)

7. Design: Hypothesis Our hypothesis was that watching the Khan Academy video will result in students scoring higher on the post-test than the pretest.

8. Video: Khan Academy Economics

9. Participants: Overview Total: 14 Male: 4 Female: 10

10. Results: Significant? Data analysis did reveal a main effect of time of test taking Pretest (M=4.00, SD=1.04) Post-test (M=4.57, SD=0.85) Paired samples t-test Watching the Khan Academy video significantly increased test scores

11. Discussion: Overview Hypothesis confirmed—participants experienced a positive change in learning (by scoring higher on the post-test than the pretest) through watching a Khan Academy video on microeconomics Meaningful results that guide future research Positive effects on learning when using online videos in well- designed educational settings Guiding the curriculum of online classes at universities

12. Discussion: Limitations External Validity Small sample size Difficulty of Questions Confounding Variables Subject Matter Content of video Variations

13. Discussion: Future Directions Self-explanation Group explanation Concurrent vs. retrospective Khan style vs. pure self-explanation For self vs. others Authentic audience vs. virtual audience Low quality self-explanation vs. high quality self-explanation Khan vs. MIT vs. Educator.com

14. References Cennamo, K. S. (1993). Learning from video: Factors influencing learners' preconceptions and invested mental effort. Educational Technology Research and Development, 41(3), 33-45. Choi, H.J., & Johnson, S.D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227 Chu, G., & Schramm, W. (1974). Learning from television: What the research says. Washington, DC: National Association of Educational Broadcasters. Kozma, R. B. (1986). Implications of Instructional Psychology for the Design of Educational Television. Educational Communication and Technology, 34(1), 11-19. Krendl, K. A., & Watkins, B. (1983). Understanding television: An exploratory inquiry into the reconstruction of narrative content. Educational Communication and Technology Journal, 31, 201-212. Lytle, R. (2011). Study: Online education continues growth. U.S. News & World Report. Retrieved from http://www.usnews.com/education/online- education/articles/2011/11/11/study-online-education-continues-growth

15. Questions christopherdevers@gmail.com alliealayan@gmail.com codylreaves@gmail.com EdProfessor.com