| Title: |
Use of Personal Storytelling in Educational Videos Promotes Student Engagement and Science Identity in Undergraduate Biology Courses |
| Language: |
English |
| Authors: |
Amanda L. Molder; Brittany Anderton; Emily Howell; Sarah Goodwin; Shannon Behrman; Marina Ellefson (ORCID 0009-0006-7547-9767) |
| Source: |
Journal of Microbiology & Biology Education. 2025 26(3). |
| Availability: |
American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
2122350 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Story Telling; Video Technology; Undergraduate Students; Learner Engagement; Biology; College Science; Documentaries; Scientific Attitudes; Science Instruction; Self Concept |
| ISSN: |
1935-7877; 1935-7885 |
| Abstract: |
In this era of information abundance and digital connectivity, educational videos are a transformative and widely used resource in STEM higher education. Much of what is known about the effective use of educational videos comes from analyzing videos used for content delivery and the impacts on knowledge gains or behavioral engagement with videos. Less is known about how videos may impact students' affective learning experiences, feelings, and attitudes or how to effectively use videos in science education beyond just as a content-delivery tool. This study explored the impact of three distinct video styles: a whiteboard animation, a recorded discovery lecture by one of the discoverers, and a documentary short film featuring both discoverers in conversation on student outcomes in a large-enrollment undergraduate biology class. Students were randomized to watch one of these three formats, all covering the same scientific content (i.e., the Meselson and Stahl experiment), followed by a post-video survey. The documentary film, "The Most Beautiful Experiment," which integrated interpersonal storytelling and informal dialog, had the most significant impact on outcomes related to affective learning, including science identity, attitudes about biology, speaker relatability, and emotional engagement. No significant differences in knowledge gains were observed across video styles. This study highlights the potential of personalized and embodied video formats to enrich STEM education and warrants further research into their broader applications. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1504522 |
| Database: |
ERIC |