This initial investigation into the use of repurposed content-rich entertainment videos (versus traditional educational videos) was presented in either an active or a passive educational setting. A final total of three hundred sixty one (n = 361) students participated from eight seventh grade general science classes. The classes were randomly assigned to one of four treatment groups:

The common subject matter of the videos was decided to focus on basic chemistry, scientific method, and the nature of life (living and non-living things). The repurposed science content-rich entertainment groups watched a Star Trek the Next Generation episode titled "Home Soil" which was determined to cover all three educational topics. The traditional educational video groups watched educational videos from NASA "Examination of Life," covering chemistry and the nature of living things, and the Understanding Science Corporation "Scientific Problem Solving," covering the scientific method.

EXPERIMENT

Before participating in any of the films, students completed a content knowledge-based pretest along with an initial attitude survey. The science content test was derived from the Third International Mathematics and Science Study (TIMSS) science section for 13 year olds, by matching questions to the topics presented in the selected videos. The attitude toward science survey was an adapted Likert scale focusing on the enjoyment of science. During the treatment, all participants received an initial instruction, watched the videos, discussed the science content, and answered directed questions. The difference between the active and passive group was to be when discussion and answering of questions by students occurred. Active setting groups discussed and answered questions during the video, stopping the video as needed, while the passive setting groups discussed and answered questions after watching the video(s) in their entirety. The treatment period lasted approximately two class periods.

Immediately following treatment, participants received a knowledge-based posttest and an attitude survey. Three weeks after treatment, retention tests and follow-up surveys were administered. Test and survey data were analyzed using single factor and repeated measures ANOVA followed by post hoc tests.

ANALYSIS

Before classes were assigned to treatment groups, an analysis was don comparing the classes according to SAT scores in reading and vocabulary, looking to see if any initial significant differences existed. While no significant differences were found for vocabulary, reading mean differences were to approach significance and so SAT scores were included as covariates in later analysis. Once assigned to a treatment group initial surveys and pretests were taken. No significant differences were found between treatment groups either in pretest scores or in the survey’s attitude toward science.

ACHIEVEMENT RESULTS

Analysis of the mean achievement test scores found that all treatment groups showed significant increases in achievement over time, as could be expected in an educational setting. In comparisons of the mean scores of the achievement test scores for the treatment groups according to video type, significant differences (p < 0.05) in test scores were found for repurposed content-rich entertainment video over traditional educational video groups (see figure 1). The repurposed video group was found to be performing at a higher level on the achievement tests. No significant differences were found for pedagogic style, in comparing the test scores between the active and passive setting groups (see figure 2). When the variables were combined, additional effects were noted. Specifically, significant differences were noted over time with the passive educational group performing lower than the passive repurposed group on mean test scores.

ATTITUDE RESULTS

Next, examining the treatment effects on attitudes, it was found that there did not seem to be any significant change in attitude for time, video type, or combined group interactions (see figure 3). The effect for pedagogic style (active and passive) on attitude did show significant differences occurring over time, withthe passive watching groups producing a very different pattern of change when compared to the active group (see figure 4). A significant difference was found in how the subjects’ attitudes changed for the active (increasing then decreasing) versus the passive watching groups (decreasing then increasing). This pattern indicates that the active groups attitudes scores improved immediately after treatment, but was not sustained, this effect may have been caused by a pedagogic change in teaching style that occurred during treatment, but was not sustained afterwards.

CONCLUSIONS

The results of the study support the use of repurposed science content-rich entertainment film and video as an alternative educational resource for science teachers. This type of repurposed video was found to be slightly more effective than traditional educational video in increasing mean achievement test scores. In addition to the test scores, there is an added bonus of at least a short term increase in attitude toward science, which could possibly be maintained or built upon by continued use of these methods. On average, entertainment videos cost less to purchase tan most standard educational videos, and with proper application and use of repurposed science content-rich entertainment video, science teachers could be able to stretch their budgets more effectively. Implications also exist for distance learning applications. Often the case is that distant learners have easier access to entertainment video, compared to educational video. Instructional designers and teachers working together could evaluate and develop instruction using appropriate content-rich entertainment videos.

Producers of content-rich entertainment media should be encouraged to invest in the educational applications of the products, identifying educationally useful videos, appropriate age groups, and subject areas, and then in the development of student and teacher support materials.