Dr. Ivona Grzegorczyk
In today’s world many students are used to watching online videos to help them study mathematics. In general, these videos they watch tend to be around 15 minutes in length. So why is it that when professors record a video lecture for their students that it is the full length of a class? It has been shown that students, when viewing class material as a video, have a preference for those videos to be short. It has also been shown that short videos as lecture material increase student motivation for mathematics learning.This research evaluates student performance and preference when given multiple short videos(<7min) in a higher level mathematics lecture. Our results will provide context on student preference for video lecture length and how students understand linear algebra topics after watching short videos.