Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning
Mark Lubrick 1 * , George Zhou 1, Jingsheng Zhang 2
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1 University of Windsor, CANADA
2 Liaocheng University, CHINA
* Corresponding Author

Abstract

Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/108437

EURASIA J Math Sci Tech Ed, 2019 - Volume 15 Issue 8, Article No: em1735

Publication date: 11 Apr 2019

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Article Downloads: 838

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