Based on our own pilot studies using the Force Concept Inventory (FCI), not all Interactive Video Vignettes (IVVs) have been shown to be equally effective. Below are some key principles to keep in mind when planning your own z.
Employ a proven pathway for success: Elicit – Confront – Resolve – Reflect: The most effective IVVs are constructed using this pathway . . . .
- Elicit: Prompt student to predict what will happen and why
- Confront: Demonstrate how what students might anticipate is at odds with physics
- Resolve: Prompt students to resolve new observed info with their prior beliefs
- Reflect: Prompt student to think about WHY their initial thoughts were flawed
The IVV for Newton’s 3rd Law is a particularly good example that yields some of the higher learning gains among students who complete it.
Include dead ends: Allowing students to head down dead ends and express common misconceptions is critical. If students are not asked to make their own, often erroneous interpretations, they will:
- Not pay close attention and be invested in the outcome
- Think they already know what’s happening (when they don’t)
- Not learn a darn thing!
Relate to everyday experiences: The best IVVs connect physics to everyday experiences.
Keep it short: The best IVVs have no more than 5 or 6 minutes of content, and can be completed in under 10 minutes. If the phenomenon you are working with takes longer than that to cover, then consider breaking it down into smaller bites.
Do not underestimate the importance of scripts: While capturing and graphing phenomenon on video is often the most fun, composing scripts is hard, and takes time. Be sure to spend whatever time it takes to get the scripts right. Test them on students and adjust them accordingly.
Offer completion credit: Offering credit for completing IVVs has proven to be the most effective means for motivating students to complete them. This can be in the form of homework credit or extra credit.
