Khan Academy: Learning and Self-Explanation
Christopher Devers, Erin Devers, Thomas Lehman, Timothy Steenbergh, Indiana Wesleyan University, United States ; Alexandra Alayan, Wheaton College, United States ; Emily Ragsdale, Olivia Hayes, Kelsey Evey, Mackenzie Cook, Arthur Cobb, Kaylin Gandy, Dhiau Reng, Indiana Wesleyan University, United States ; Marion Aitchison, Macquarie University, Australia
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Khan Academy, which is known for providing verbal step-by-step explanations, is increasingly used by students and in educational environments. The purpose of this project was to evaluate student learning from watching a Khan Academy video while applying evidence-based pedagogy. Participants used self-explanation to improve learning and were randomly assigned to one of four conditions: test-only, no self-explanation, retrospective verbal self-explanation, or concurrent verbal self-explanation. The results suggest that students learned no more about economics from watching a Khan Academy video than not watching it. Additionally, when students utilized the evidence-based pedagogical technique of self-explanation, instead of increasing learning, it strengthened their misconceptions of economics; and thus participants who self-explained performed worse.
Devers, C., Devers, E., Lehman, T., Steenbergh, T., Alayan, A., Ragsdale, E., Hayes, O., Evey, K., Cook, M., Cobb, A., Gandy, K., Reng, D. & Aitchison, M. (2016). Khan Academy: Learning and Self-Explanation. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1040-1044). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)