This post allows me to integrate my interest in studying, layering, questions, and using AI as a tutor. I propose a specific use of EdPuzzle, a tool for adding (layering) questions and notes to videos, be used as a study tool. EdPuzzle has a new AI feature that allows for the generation and insertion of open-ended and multiple-choice questions. So an educator interested in preparing videos students might watch to prepare for class could prepare a 15 minute mini-lecture and then use EdPuzzle to layer questions on this video and assign the combination of video and questions to students to be viewed before class. Great idea.
The AI capability was added to make the development and inclusion of questions less effortful. Or, the capability could be used to add some questions that educators could embellish with questions of their own. I propose a related, but different approach I think has unique value.
How about instead of preparing questions for students, allow students to use the AI generation tool to add and answer themselves or with peers.
Here is where some of my other interests come into play. When you can interact with AI that can be focused on assigned content you are to learn, you are using AI as a tutor. Questions are a part of the tutoring process.
What about studying? Questions have multiple benefits in encouraging productive cognitive behaviors. There is such a thing as a prequestioning effect. Attempting to answer questions before you encounter related material is a way to activate existing knowledge. What do you already know? Maybe you cannot answer many of the questions, but just trying makes you think of what you already know and this activated knowledge improves understanding as you then process assigned material. Postquestions are a great check on understanding (improving metacognition and directing additional study) and attempting to answer questions involves retrieval practice sometimes called the testing effect. For most learners, searching your memory for information has been proven to improve memory and understanding beyond what just studying external information (e.g., your notes) accomplishes.
I have described EdPuzzle previously, here are some additional comments about the use of the generative question tool.
After you have uploaded a video to EdPuzzle. You should encounter the opportunity to edit. You use edit to crop the video and to add notes and questions. The spots to initiate editing and adding questions are shown in the following images. When using AI to add questions, you use Teacher Assist – Add Questions.
After selecting Add Questions, you will be given the option of adding Open ended or Multiple Choice questions. My experience has been that unless your video includes a good deal of narration, the AI will generate more Open Ended than Multiple Choice questions. If you want to emphasize MC questions, you always have the option of adding questions manually.
Responding to a question will look like what you see in the following image. Playing the video will take the student to the point in the video where a question has been inserted and then stop to wait for a response.
When an incorrect response is generated to a MC question, the error will be identified.
EdPuzzle allows layered videos to be assigned to classes/students.
Anyone can explore EdPuzzle and create a few video lessons at no cost. The pricing structure for other categories of use can be found at the EdPuzzle site.
One side note: I used a video I created fitting the potential scenario I described of an educator preparing content for student use. However, I had loaded this video to YouTube. I found it difficult to download this video and finally resorted to the use of ClipGrab. I am unclear why I had this problem and I understand that “taking” video from some sources can be regarded as a violation of copyright. I know this does not apply in this case, but I did not want to mention this issue.
References:
Pan, S. C., & Sana, F. (2021). Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice. Journal of Experimental Psychology: Applied, 27(2), 237–257.
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. _Psychological Bulletin_, _147_(4), 399-435.
