Influence of the Instructional Material Medium on Student Reflections on Classroom Discussions: Analyzing Japanese Language Arts Classes in Junior High Schools in Japan

Abstract

This study investigated how the medium of instructional materials used for discussion reflection influences the outcomes that learners derive from the reflection process. Three types of reflection materials were developed using the same discussion scene: (1) video material, in which students watched a video recording of the discussion; (2) audio-text material, in which students listened to an audio material accompanied by subtitles that lacked video; and (3) text-only material, in which only a printed transcript of the discussion was provided without video and audio. With regard to Research Question 1, which examined the duration of the reflection (quantitative aspect), no significant differences were observed among the three media types. With regard to Research Question 2, which examined the content of the reflection (qualitative aspect), differences were noted: the video material tended to direct learners’ attention toward actions that deepened or summarized the discussion. In contrast, the audio-text material tended to evoke actions that connected or expanded the discussion.