TY - JOUR
T1 - The impact of content co-creation on academic achievement
AU - Doyle, Elaine
AU - Buckley, Patrick
AU - McCarthy, Brendan
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - The literature acknowledges that deeper comprehension of content can be realised when students actively create their own learning materials. However, studies measuring the impact of students co-creating content on their academic performance are limited. Furthermore, there is a significant lacuna in our knowledge about the impact of learning styles on the efficacy of content co-creation. Situated within a constructivist learning paradigm, this study examines the impact on academic performance of students creating course content in two distinctly different ways. The first involves students using an e-learning platform to develop multiple choice questions based on course content. The second involves students using a range of audio-visual tools to create streaming videos that explain module content to their peers. The study uses an experimental design to measure quantitatively the effectiveness of both co-creation assignments, making a significant contribution to our knowledge of the efficacy of content co-creation. We find that both co-creation assignments had a statistically significant impact on academic performance. We also examine whether students’ learning styles have an impact on the effectiveness of content co-creation finding that reflective (versus active) learners and sequential (versus global) learners gain more from co-creation.
AB - The literature acknowledges that deeper comprehension of content can be realised when students actively create their own learning materials. However, studies measuring the impact of students co-creating content on their academic performance are limited. Furthermore, there is a significant lacuna in our knowledge about the impact of learning styles on the efficacy of content co-creation. Situated within a constructivist learning paradigm, this study examines the impact on academic performance of students creating course content in two distinctly different ways. The first involves students using an e-learning platform to develop multiple choice questions based on course content. The second involves students using a range of audio-visual tools to create streaming videos that explain module content to their peers. The study uses an experimental design to measure quantitatively the effectiveness of both co-creation assignments, making a significant contribution to our knowledge of the efficacy of content co-creation. We find that both co-creation assignments had a statistically significant impact on academic performance. We also examine whether students’ learning styles have an impact on the effectiveness of content co-creation finding that reflective (versus active) learners and sequential (versus global) learners gain more from co-creation.
KW - Co-creation
KW - learning styles
KW - student-generated multiple choice questions
KW - student-generated video
UR - http://www.scopus.com/inward/record.url?scp=85087627427&partnerID=8YFLogxK
U2 - 10.1080/02602938.2020.1782832
DO - 10.1080/02602938.2020.1782832
M3 - Article
AN - SCOPUS:85087627427
SN - 0260-2938
VL - 46
SP - 494
EP - 507
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
IS - 3
ER -