Deep watching of on-demand lecture movie correlates with profound scientific insights: Cognitive approach to the depth of watching which requires certain literacies.

Abstract

Short summary videos of each Immunology lecture were recorded at our medical university, and uploaded on to the LMS server for on-demand usage. The frequency of video watching was correlated overall with subjects who successfully passed the examination, showing some statisti-cally significant results. Some exceptional cases where students failed in the exam appear to be due to a lack of mother tongue literacy, based on descriptions by students in make-up reports. The text-mining analysis of questionnaires from successful students revealed “confirmation”, “aligning” etc. which suggests self-reliant learning. Conversely, from those who failed terms such as “missed to catch”, “be notified”, “essence” were employed. These results would indicate deep learning through meta-cognition. A questionnaire response such as “I have to rethink the nature of learning” suggests that the respondents are aware of their lack of literacy, and are further aiming to grasp the situation models, instead of surface structures(Kintz).