Enhancing chemistry education through micro-content videos

Abstract

As technology becomes increasingly integrated into students' lives and video content on social media platforms gains traction, there is a pressing need to investigate ways to harness this digital world for educational enrichment. The purpose of this study was to investigate the potential impact of short, easily digestible instructional videos, referred to as micro-content, on student learning within a high school chemistry setting. This research examines the influence on content retention, student engagement, and attitudes toward chemistry concepts. To achieve this, the study included three chemistry classes that each participated in treatment and non-treatment lessons. Initially, students in the non-treatment groups were taught periodic table concepts without the use of micro-content, followed by the treatment group that were taught similar lessons utilizing micro-content videos. Pre and post-tests were utilized to gauge student progress, comparing mean and normalized gain values across groups. Additionally, classroom observations, student interviews and Likert surveys were conducted to gather insights into student engagement. Analysis of the data suggests that students experienced increased engagement and improved confidence throughout the treatment units.