Exploring Video Lecture Effectiveness for Elementary STEM Education: Instructor Presence, Video Quality, and Student Perceptions

Abstract

This research aims to investigate the impact of instructor presence and video quality on student outcomes in elementary STEM education. A total of 297 students participated, with 142 exposed to short video lectures and 155 to long video lectures. Google Form was used to collect opinions about video lecture effectiveness, satisfaction, and usage. Structural equation modeling (SEM) was utilized to analyze data. Empirical evidence showed a significant positive correlation between instructor presence, video quality, and student outcomes in the short video lecture group. However, one hypothesis was rejected, suggesting other factors influencing outcomes. In contrast, the long video lecture group confirmed only three hypotheses, suggesting a weaker relationship. The findings underscore the significance of addressing both factors when creating and delivering video lectures in elementary STEM education. The impact of these factors varies depending on the length of the video lectures, suggesting different approaches may be required. Continued research is called for to identify various factors that contribute to student outcomes in video lectures.