Learner-generated YouTube presentations for formative assessment

Shikha Gupta; Sarika Tomar; Anamika Gupta; Shikha Gupta; Sarika Tomar; Anamika Gupta

doi:10.3934/steme.2023019

STEM Education

2023, Volume 3, Issue 4: 306-330. doi: 10.3934/steme.2023019

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Research article

Learner-generated YouTube presentations for formative assessment

1.
Department of Computer Science, S. S. College of Business Studies, University of Delhi, India; shikhagupta@sscbsdu.ac.in
2.
Department of Social Work, Jamia Millia Islamia, Delhi, India; stomar@jmi.ac.in
3.
Department of Computer Science, S. S. College of Business Studies, University of Delhi, India; anamikargupta@sscbsdu.ac.in

Academic Editor: Wei Li

Received: 15 October 2023 Revised: 18 December 2023 Accepted: 25 December 2023 Published: 28 December 2023

The purpose of the present research was to study the efficacy of learner-generated videos published on YouTube as a formative assessment method. The impact of the assessment method on students' learning and satisfaction, peer learning, group dynamics and skill development was analyzed. An emerging innovation within assessment was done with the students of an undergraduate computer science course during the COVID pandemic. Fifty-four students (teams of three to four) were instructed to create YouTube videos explaining the database design of a case study, peer-reviewed by views and likes. A mixed-method approach with a sequential study design was employed. A questionnaire with 25 questions on learners' and groups' attributes and four open-ended questions was administered. This was followed by a semi-structured interview comprising 19 questions. The quota sampling method was used for selecting a sample of students for interviews. Content analysis of interview transcripts was performed with the NVivo software.

During the experiment, we faced a challenge due to a lack of confidence among some students in public speaking. However, the innovative and engaging assessment resulted in the active participation of learners. Development of new skills like communication, peer bonding, teamwork and resolving conflicts was observed. Additionally, a fair and transparent grading methodology was a satisfying experience. Subject learning and video editing knowledge were enriched by peer learning. The results of the study revealed that publishing learner-generated videos on YouTube had a positive impact on students' learning and satisfaction. We therefore recommend the same as an effective tool for formative assessment.
- higher education,
- peer learning,
- soft skill enhancement,
- active learning
Citation: Shikha Gupta, Sarika Tomar, Anamika Gupta. Learner-generated YouTube presentations for formative assessment[J]. STEM Education, 2023, 3(4): 306-330. doi: 10.3934/steme.2023019

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Abstract

The purpose of the present research was to study the efficacy of learner-generated videos published on YouTube as a formative assessment method. The impact of the assessment method on students' learning and satisfaction, peer learning, group dynamics and skill development was analyzed. An emerging innovation within assessment was done with the students of an undergraduate computer science course during the COVID pandemic. Fifty-four students (teams of three to four) were instructed to create YouTube videos explaining the database design of a case study, peer-reviewed by views and likes. A mixed-method approach with a sequential study design was employed. A questionnaire with 25 questions on learners' and groups' attributes and four open-ended questions was administered. This was followed by a semi-structured interview comprising 19 questions. The quota sampling method was used for selecting a sample of students for interviews. Content analysis of interview transcripts was performed with the NVivo software.

During the experiment, we faced a challenge due to a lack of confidence among some students in public speaking. However, the innovative and engaging assessment resulted in the active participation of learners. Development of new skills like communication, peer bonding, teamwork and resolving conflicts was observed. Additionally, a fair and transparent grading methodology was a satisfying experience. Subject learning and video editing knowledge were enriched by peer learning. The results of the study revealed that publishing learner-generated videos on YouTube had a positive impact on students' learning and satisfaction. We therefore recommend the same as an effective tool for formative assessment.

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Author's biography Shikha Gupta is working as an Associate Professor, Computer Science, Shaheed Sukhdev College of Business Studies, University of Delhi. Her current research interests include teaching pedagogy, evolutionary computing deep learning., and; Sarika Tomar is working as an Assistant Professor in the Department of Social Work, Jamia Millia Islamia. She teaches courses in Human Resource Management. Her research interests include leadership, entrepreneurship, gender, diversity and corporate social responsibility; Dr. Anamika Gupta received the M.C.A degree from University of Delhi, India in 1996 and a Ph.D. in Data Mining from University of Delhi, India in 2013, respectively. Currently, she is an Associate Professor of Computer Science at SSCBS college of University of Delhi. Her teaching and research areas include machine learning, image processing and Data Analysis. She has co-authored NCERT computer science textbooks and published more than 20 book chapters, journal and conference papers

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