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Misconceptions in Physics Explainer Videos and the Illusion Of Running head: MISCONCEPTIONS IN EXPLAINER VIDEOS 1 When Learners Prefer the Wrong Explanation: Misconceptions in Physics Explainer Videos and the Illusion of Understanding Christoph Kulgemeyer*a University of Paderborn Jörg Wittwerb University of Freiburg *a Corresponding author. Physics Education, Department of Physics, University of Paderborn, Germany, Warburger Str. 100, 33098 Paderborn, Germany, E-mail: [email protected]. https://orcid.org/0000-0001-6659-8170 bDepartment of Educational Science, University of Freiburg, Germany, Rempartstr. 11, 79098 Freiburg, Germany, E-mail: [email protected], https://orcid.org/0000- 0001-9984-7479 2 MISCONCEPTIONS IN EXPLAINER VIDEOS Abstract Online explanation videos on platforms like YouTube are popular among students and serve as an important resource for both distance learning and regular science education. Despite their immense potential, some of the explainer videos for physics include problematic explanation approaches, possibly fostering misconceptions. However, some of them manage to achieve good ratings on YouTube. A possible reason could be that explainer videos with misconceptions foster an “illusion of understanding”—the mistaken belief that a topic has been understood. In particular, misconceptions close to everyday experiences might elicit greater interest and appear more convincing than scientifically correct explanations. This experimental study was conducted to research this effect. Physics learners (N = 149), with a low prior knowledge enrolled in introductory university courses on primary education, were randomly assigned to experimental and control groups. While the experimental group watched a video introducing the concept of force relying on misconceptions, the control group watched the scientifically correct video. Both videos were comparable in terms of comprehensibility and duration. In the posttest, the experimental group believed that the video was scientifically correct, well-explained, and that they do not require further instruction to understand the concept—indicators of an illusion of understanding. The video including misconceptions was perceived as better understandable than the scientifically correct video (d = 0.62*). The experimental group was significantly more convinced by the misconception after watching the video than the control group (d = 1.86**). They learnt more erroneous knowledge about the misconception than the control group about the scientifically correct concept (Cohen’s q = 0.37*). We argue that this might become problematic (a) in physics instruction because students who have watched a misleading video might regard further teaching in school as irrelevant, and (b) learners might tend to rate videos including misconceptions better on an online platform like YouTube. Keywords: explainer video, misconception, illusion of understanding, YouTube 3 MISCONCEPTIONS IN EXPLAINER VIDEOS When Learners Prefer the Wrong Explanation: Misconceptions in Physics Explainer Videos and the Illusion of Understanding Explainer videos—also referred to as, e.g., explaining videos, explanation videos, explanatory videos, or, simply, learning videos—are widely popular on platforms like YouTube. Students watch them to prepare for exams, to repeat topics they did not understand in the classroom, or simply for entertainment (Rummler & Wolf, 2012; WolF & Kratzer, 2015). During the COVID-19 pandemic, the importance of online explanation videos for formal education has likely risen (Voss & Wittwer, 2020). It may be conjectured that teachers rely on these materials for distance learning, combining them with learning tasks, or other resources. However, such online explainer videos also have the potential to contribute to physics teaching beyond distance learning, e.g., to a flipped classroom (van Alten, Phielix, Janssen, & Kester, 2019). Some of them include alternative explanation approaches that might be helpful for students and add valuable perspectives to physics teaching in schools or textbooks. Despite their high potential, the quality of online explainer videos on YouTube greatly varies. According to Kulgemeyer and Peters (2016), there are numerous scientifically correct videos on YouTube, however, metrics such as “numbers of thumbs up / likes” provide no insight into the explanatory quality (in terms of comprehensibility) of the videos. That leads to a conflict of interest: Although students watch online explainer videos to learn about school topics, the main interest of large YouTube channels most likely is to generate “views” and “likes”, both probably loosely correlated to their income. As neither “views” nor “likes” directly reflect the explanation quality, the video producers might focus on increasing the popularity of the videos instead of on a well-explained video (Kulgemeyer & Peters, 2016). Quite frequently, we come across physics videos that are even problematic from a science education perspective. Mostly, they do not include obvious scientific errors, but rather 4 MISCONCEPTIONS IN EXPLAINER VIDEOS explanation approaches that are potentially problematic because the producers are possibly unaware of misconceptions in physics and strategies to prevent them. For example, the video “What is a force?”1 by the channel “Don’t memorise” explains the concept of force—among other things—with the example of riding a bike (from 1:48 min on): “While riding a bicycle we pedal it continuously to keep it in motion. Here, pedalling is the force that we apply on the bicycle." From a science education perspective, the first problem with this explanation is that the force that moves the bike is the reaction force from the ground caused by the bike’s action force that pushes the ground into the opposite direction. The person pedalling could not apply a force on the bike and accelerate it at the same time. However, this part of the video’s explanation may be considered as a useful simplification of the complex concept for learning. The possibly bigger problem is that this example might create the impression that the bicycle just moves because there is a force applied on it, whereas according to Newton’s first law, moving with a constant velocity requires no force on an object. It is a well-known common misconception that moving with a constant velocity requires a constant force in the direction of the movement (e.g., Clement, 1982). Although the video producers themselves may be aware of the correct physics, watching this part of the video might foster the belief in this misconception for the learners. However, as is often the case (Kulgemeyer & Peters, 2016), the comments below the video (e.g., “my science teacher told me to watch the video”) and its popularity (nearly 600.000 views as of February 2021 and 6102 likes compared to 581 dislikes) fail to reflect that the video is problematic. For learners searching for alternative explanation approaches, it is not obvious. There are numerous examples of such physics explainer videos on YouTube that may create misconceptions which are sometimes even more prominent. For instance, the German channel “simpleclub,” introduces the concept with examples such as “This is Jan’s car. It has a lot of force.” which create the misconception that 1 https://www.youtube.com/watch?v=IJWEtCRWGvI (accessed on 2 March 2021) 5 MISCONCEPTIONS IN EXPLAINER VIDEOS force can be stored in a body (Driver, Squires, Rushworth, & Wood-Robinson, 2014). This misconception is very prominent in particular among German physics learners because “force”, “power”, and “energy” are sometimes used interchangeably in German everyday language, despite their distinct meanings in scientific jargon. The good ratings in terms of “views” and “likes” combined with problematic explanatory approaches raise the concern that including misconceptions might even be a good prerequisite for a more popular video. Explanations based on misconceptions might appear more approachable because several misconceptions arise from everyday experiences (e.g., the misconception that a constant velocity requires a constant resulting force on an object). These incorrect explanations might appear easier to understand compared to the scientifically correct ones. Thus, novice learners might be unable to identify them as oversimplifications. These types of videos might cause a so-called “illusion of understanding” (Chi, de Leeuw, Chiu, & LaVancher, 1994; Wittwer & Renkl, 2008), the phenomenon that after explanations students sometimes tend to think they have understood a topic when, in fact, they have not. Moreover, videos, as a medium for an explanation, are problematic in forming an illusion of understanding. It has been demonstrated that images can foster an illusion of understanding because they tend to divert from the essential information (see section “illusion of understanding”). Misconceptions might also be “false friends” in explainer videos that create the illusion of a simple explanation that fits everyday experiences and appears seductive and convincing. For online explainer videos, that would mean that watching them might not only have positive effects on science learning. If students watched a scientifically inaccurate explainer video but, afterwards, are convinced that they have understood the topic and that the video was scientifically correct, they might perceive their classroom learning as redundant, irrelevant, or even unnecessarily complicated compared to the seemingly easy explainer 6 MISCONCEPTIONS IN EXPLAINER VIDEOS videos (Kulgemeyer,
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