Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher-created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher-created computer-based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated-measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on-task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher-created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.

中文翻译：

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小学课堂教师自创视频教学——对师生的影响

尽管小学教室中的多媒体设备激增，但对教师创建的视频教学的研究却很有限，特别是关于其对学业成长和参与的影响。本研究调查了教师使用 iPad 制作的基于计算机的视频教学 (CBVI) 对学生在小学课堂上的学业、行为和情感学习的影响。该研究使用具有平衡的重复测量设计来测量数学课中 CBVI 对学生成绩分数、任务时间和学习态度的影响。三年三班（n = 49) 完成了三节课，每节课使用不同的教学模式：由班主任创建的 CBVI、由陌生人创建的 CBVI 和由班主任教授的传统现场课程。使用线性混合模型分析结果。视频教学中没有检测到性能的显着增长，但传统的直播教学模式取得了显着的增长结果（p < 0.001），可能是由于实验时间较长。CBVI 课程中的行为参与度比现场课程高得多，并且学生在 CBVI 期间更喜欢老师的声音。三位教师接受了采访，以研究 CBVI 如何影响教学，其中出现了两个主要主题：(1) CBVI 对学生的积极影响；(2) 对教师福利的积极影响。这项研究表明，使用教师创建的 CBVI 对学生和教师都有好处。需要进一步研究以更好地了解影响使用 CBVI 的学生认知发展的因素，并进一步探索 CBVI 对教师幸福感的影响。