UniCast was tested in a gold-standard random-assignment experiment with 205 eighth graders. With UniCast, students spent far more time with the digital activities and used more words in their explanations compared to when students were asked to create written explanations.
Students also remained on task to a greater extent when they used UniCast and their level of Knowledge Integration (KI) increased by nearly 20%. This means that students using UniCast were far more likely to support their explanations with relevant observations and scientifically normative ideas.
The student and teacher responses can also be shared with parents or anyone in the learning community. The result is not a static video, but a multi-directional learning tool. In an experiment where over 1,000 UniCasts were distributed to student homes, 90% of parents reported the digital content was informative and that they learned something by viewing them.
Multi-directional Teacher Feedback
UniCast allows for more than just one-directional sharing. It creates a dynamic dialogue between students, teachers, and the learning community. After students record their demonstrations, teachers can give video feedback and share it back with students.
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This material is based upon work supported by the USDA (#2018-33610-28626 & #2018-03193) and the National Science Foundation (#1345744 & #1549054). Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the USDA or National Science Foundation.