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Misconceptions in Physics Explainer Videos and the Illusion of Understanding: an Experimental Study
Christoph Kulgemeyer1, Jörg Wittwer2
1Physics Education, Department of Physics, University of Paderborn, Warburger Str. 100, 33098 Paderborn, Germany.
International Journal of Science and Mathematics Education
|March 28, 2022
Summary
Physics explainer videos with misconceptions create an "illusion of understanding." Learners believe they understand the topic but actually retain more misconceptions and fewer correct physics concepts.
Area of Science:
- Physics education
- Online learning
- Science communication
Background:
- Online physics videos often contain misconceptions presented as facts.
- These misleading videos can achieve high ratings, suggesting a potential issue with learner perception.
- An 'illusion of understanding' may occur when misconceptions align with everyday experiences, making them seem plausible.
Purpose of the Study:
- To investigate the impact of physics explainer videos containing misconceptions on learner understanding.
- To compare the retention of scientific concepts versus misconceptions after viewing different video types.
- To explore the phenomenon of 'illusion of understanding' in the context of online physics education.
Main Methods:
- An experimental study with 149 physics learners with low prior knowledge.
- Development of two comparable explainer videos on the concept of force, differing only in their explanatory approach (misconceptions vs. scientifically correct).
- Comparison of understanding, misconception, and correct conception retention between groups watching different videos.
Main Results:
- Learners exposed to misconceptions reported an equal belief of understanding compared to the control group.
- The group watching the misconception-based video developed more misconceptions and fewer scientifically correct conceptions.
- No significant difference in the belief of understanding was observed despite differing knowledge acquisition.
Conclusions:
- Misleading physics videos can foster an 'illusion of understanding,' where learners feel knowledgeable but are factually incorrect.
- This phenomenon poses a risk in formal physics instruction, potentially making students resistant to further learning.
- Learners may favor and rate misleading videos higher on platforms like YouTube, exacerbating the problem.
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