Date of Award:

8-2019

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Instructional Technology and Learning Sciences

Advisor/Chair:

Breanne Litts

Co-Advisor/Chair:

Genevieve Ford

Third Advisor:

David Feldon

Abstract

Teachers often use videos to teach their students, but stories are not used as often in educational videos as they could be. Experts tell us that stories are an important part of teaching and learning. Unfortunately, there is only a small amount of research and no definitive expert agreement about stories used in educational videos. This is especially true for videos used with technical education students, like mechanic students or dental assisting students. In this study, dental assisting students learned how to assist a dentist with a standard cavity procedure after watching a video with or without a story. The study measured which video helped students get better quiz scores, feel more motivated, and which videos they preferred better. The students were randomly assigned to watch either video. The results demonstrated no significant difference in quiz scores or motivation, part of this was due to the low number of participants in this section of the study. Another group of students were shown both videos and then interviewed to determine additional insights. Overall, students preferred the video without the story as a reference for the dental cavity procedure. Students also seemed to like the video without the story because it was short and simple. In contrast, students reported the video with the story was more emotionally engaging, especially in regards to developing empathy for patients. Students also reported the video with the story better helped prepared them to work with patients.

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