Learning Through Explanation: Producing and Peer-Reviewing Videos on Electric Circuits Problem Solving

Abstract

Contributions: This article presents the results from a teaching innovation project based on the creation of educational videos by students and their assessment through blind peer review in the context of an electric circuit course. This article also analyses the activity’s impact on learning outcomes by comparing the results of participating students with nonparticipants, as well as with results from the previous years. The study includes surveys completed by students. Background: Electric circuit courses involve a cumulative learning process that advances throughout the course. Students who do not adhere to a regular study-homework routine often struggle to maximize the benefits of their class time and are more prone to test failures. Research Questions (RQs): RQ1) Can peer assessment be relied upon as a grading method in an electrical engineering course? RQ2) Is it possible to enhance students’ study routines and improve their results by incorporating assessment activities different from partial exams, such as creating educational videos and peer review assessments? Methodology: Students create videos, which are then submitted to the designated task through the Moodle workshop tool. Subsequently, peer reviews are conducted using a rubric form. The reliability of peer review is analysed by comparing the grades assigned by students with those assigned by teachers who are introduced as incognito reviewers. Findings: The evaluation system, relying on peer assessments, demonstrated fair reliability. Participants have substantially improved their academic performance while dedicating less time to preparing for the different evaluation tests.