Educational videos are increasingly used to let students prepare lesson material at home prior to in-class activities in flipped classrooms. The main challenge of this teaching strategy is to stimulate students to watch these videos attentively before going to class. This paper describes the use of questions that pop-up within relatively long educational videos of 16 min on average and designed to enhance students’ engagement and understanding when preparing for in-class activities. The effects of such pop-up questions on students’ learning performance were studied within a flipped course in molecular biology. Students had access to videos with or without a variable set of pop-up questions. The experimental group with pop-up questions showed significantly higher test results compared to the group without pop-up questions. Interestingly, students that answered pop-up questions on certain concepts did not score better on items testing these specific concepts than the control group. These results suggest that merely the presence of pop-up questions enhances students’ learning. Additional data from interviews, surveys, and learning analytics suggest that pop-up questions influence viewing behavior, likely by promoting engagement. It is concluded that pop-up questions stimulate learning when studying videos outside class through an indirect testing effect.

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教育视频中的弹出式问题：对学生学习的影响

教育视频越来越多地用于让学生在翻转教室的课堂活动之前在家准备课程资料。这种教学策略的主要挑战是激发学生上课前专心观看这些视频。本文介绍了平均在16分钟相对较长的教育视频中会弹出的问题的用法，旨在提高学生在准备课堂活动时的参与度和理解力。在分子生物学的一门翻转课程中研究了此类弹出式问题对学生学习成绩的影响。学生可以观看带有或不带有一组弹出式问题的视频。与没有弹出问题的组相比，出现弹出问题的实验组显示出更高的测试结果。有趣的是 在回答了某些概念的弹出式问题的学生中，测试这些特定概念的项目得分没有比对照组高。这些结果表明，仅弹出问题的存在就可以增强学生的学习能力。来自访谈，调查和学习分析的其他数据表明，弹出式问题可能会通过促进参与来影响观看行为。结论是，弹出式问题通过间接测试效果刺激了课外学习视频时的学习。学习分析表明，弹出式问题很可能会通过促进互动来影响观看行为。结论是，弹出式问题通过间接测试效果刺激了课外学习视频时的学习。学习分析表明，弹出式问题很可能会通过促进互动来影响观看行为。结论是，弹出式问题通过间接测试效果刺激了课外学习视频时的学习。