Impact of Screencast Technology: Connecting the Perception of Usefulness and the Reality of Performance

BACKGROUND Prior research on the instructional use of screencasts (video of a computer screen output with realtime audio commentary) suggests that this technology is perceived by students as beneficial and results in improved course performance. PURPOSE This study explores how and why students use screencasts, as well as why some students choose not to use them. The study also investigates whether the perception that screencasts are helpful aligns with the reality of students' course performance. DESIGN/METHOD A quantitative study was conducted throughout two semesters in an undergraduate engineering survey course at a large public university. The investigation used a student perceptions survey and case study analysis to explore the connection between screencast use, the perception of having gained a deeper understanding of the course material based on this use, and actual course performance. RESULTS Findings indicate that students' preferred strategies for using screencasts are related to the frequency of use and the degree of understanding. Students who use the screencasts more and perceive them to have increased their understanding demonstrate increased competence on particular exam questions. Only those students who actively chose not to use screencasts (compared to those who forgot or ran out of time) show no detrimental effects on their performance. CONCLUSION Our findings highlight both the perceived and actual value of screencasting to students and the ways this technology is used. This research suggests that screencasting may promote self-efficacy among undergraduate engineering students.