Megha Bairwal
Pronouns: she/her
Research Mentor(s): Patricio Herbst
Co-Presenter:
Research Mentor School/College/Department: University of Michigan / Education
Presentation Date: April 20
Presentation Type: Poster
Session: Session 2 – 11am – 11:50am
Room: League Ballroom
Authors: Megha Bairwal, Patricio Herbst, Carolyn Hetrick
Presenter: 111
Abstract
There is extensive literature that describes how the use of videos and digital annotation tools can serve as instructional resources and support student engagement. With the aim of supporting video-based educational activities, the GRIP Lab developed Anotemos, an online web application that offers users a variety of annotation tools and options for both social and private engagement. In this study, we report results from a study focused on the use of Anotemos in six sections of a German language course at a Midwestern university. Drawing on principles of design-based research (DBR), the GRIP Lab and collaborating German instructors worked to (a) adapt an existing video-based activity to the Anotemos application; (b) develop hypotheses and pedagogical guidelines for the activity (e.g., rationalizing which annotation tools to make available for student use), and (c) collect data from participating instructors and students to provide artifacts of users’ experiences with Anotemos. Across three groupings with variable visibility settings and tools, 93 students used Anotemos to complete the video-based assignment. After completing the assignment, 45 students completed a questionnaire and five faculty members interviewed members of the research team about their experience using Anotemos and the associated classroom discussions. Drawing on data from these three sources (annotation artifacts, interviews, and questionnaire responses), we share how the integrated use of video-based assignments and digital annotation tools supported beginning German students’ engagement with cultural knowledge and the German language. In particular, we demonstrate how reaction-based tools (i.e. a tool allowing students to make Emoji annotations) and text-entry tools relate to student engagement with the video text. We also document how varying the visibility of annotations (as either public or private) is related to the same. Findings from this study provide information relevant to those configuring interactive, video-based learning sessions to support students’ engagement. Insights from this work will ultimately contribute to broader scholarly efforts to advance our understanding of how educational technologies—including video-based annotation tools—can make learning more accessible and impactful.
Social Sciences
