Proof videos in undergraduate education: viewing strategies and proof comprehension.

Kirsten, Katharina; Wirth, Laura

Abstract

Despite the increasing use of instructional videos in higher education, our understanding of how to use them beneficially is still limited. This is particularly true for videos that present proofs. In this study, we use the ICAP framework to investigate students' use of different viewing strategies, namely pausing, rewinding, and taking notes, and its relationship to proof comprehension. Correlation analyses based on data from 167 first-year students showed no significant relationship between the use of viewing strategies and students' scores on a proof comprehension test. However, additional qualitative analyses from interviews with seven students suggest that even students with low proof comprehension are actively engaged. Possible explanations and implications are discussed in the light of research on proof comprehension.