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Hollywood-Style Movie Trailers Increase Student Interest

    Author: Lara K. Goudsouzian1
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    Affiliations: 1: DeSales University, Center Valley, PA 18034
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 28 November 2017 Accepted 31 January 2018 Published 27 April 2018
    • ©2018 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: DeSales University Dept. of Natural Science, 2755 Station Avenue, Center Valley, PA 18034. Phone: 610-282-1100, ext. 2776. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. April 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1541
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    Abstract:

    The implementation of clickers and clicker questions into classroom teaching is a well-established active-learning technique that provides more interactive classrooms and engages students with course content. Throughout the years, however, the actual clickers themselves have undergone an evolution from physical hand-held devices to web-based applications. This review explores the general advantages and disadvantages of two-main clicker styles, dedicated physical devises and web enabled clickers.

References & Citations

1. Short F, Martin J 2011 Presentation vs. performance: effects of lecturing style in higher education on student preference and student learning Psychol Teach Rev 17 71 82
2. Mann S, Robinson A 2009 Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students Br Educ Res J 35 243 258
3. The Copyright Act of 1976.
4. Apple. iMOVIE for iOS software license agreement.
5. Reid M, Burn A, Parker D 2002 Evaluation report of the BECTa digital video pilot project
6. Hsin WJ, Cigas J 2013 Short videos improve student learning in online education J Comput Sci Coll 28 253 259
7. Hidi S 1990 Interest and its contribution as a mental resource for learning Rev Educ Res 60 549 571
8. Clayton K, Murphy A 2016 Smartphone apps in education: students create videos to teach smartphone use as tool for learning J Media Lit Educ 8 99 109
9. Peterson CN, Ngo P 2015 Creating stop-motion animations to learn molecular biology dynamics J Microbiol Biol Educ 16 280 281
10. Tabor SW, Minch RP 2013 Student adoption & development of digital learning media: action research and recommended practices J Inf Technol Educ 12
11. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP 2014 Active learning increases student performance in science, engineering, and mathematics Proc Natl Acad Sci USA 111 8410 8415
12. Udovic D, Morris D, Dickman A, Postlethwait J, Wetherwax P 2002 Workshop biology: demonstrating the effectiveness of active learning in an introductory biology course Bioscience 52 272

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2018-04-27
2019-08-25

Abstract:

The implementation of clickers and clicker questions into classroom teaching is a well-established active-learning technique that provides more interactive classrooms and engages students with course content. Throughout the years, however, the actual clickers themselves have undergone an evolution from physical hand-held devices to web-based applications. This review explores the general advantages and disadvantages of two-main clicker styles, dedicated physical devises and web enabled clickers.

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Figures

Image of FIGURE 1

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FIGURE 1

An example screenshot from a movie trailer about DNA damage (https://vimeo.com/244440218).

Source: J. Microbiol. Biol. Educ. April 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1541
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Image of FIGURE 2

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FIGURE 2

Student responses to questions that measured attitudes toward the movie trailers ( = 83). The x-axis values represent the percentage of student responses.

Source: J. Microbiol. Biol. Educ. April 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1541
Download as Powerpoint

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