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Results show significantly improved learning performance, with positive attitudes toward step-by-step explanations and diagrams, and no gender or grade level differences.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/video-podcasts-for-middle-school-mathematics-worked-example-video-podcasts/598569/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/video-podcasts-for-middle-school-mathematics-worked-example-video-podcasts/598569.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main objective of the paper?","Question",{"text":62,"@type":63},"To explore and evaluate the use of worked example video podcasts in middle school mathematics classrooms.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the video podcasts used with students?",{"text":67,"@type":63},"One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts.",{"name":69,"@type":60,"acceptedAnswer":70},"What outcomes were observed after using worked example video podcasts?",{"text":71,"@type":63},"Learning performance increased significantly, and students reported positive attitudes toward the quality, step-by-step explanations, diagrams, and the ability to control learning pace.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598569,1793113815,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| 􀀉􀀗􀀔􀀜􀀕􀀍 ,1%+& | 􀀇􀀜􀀕􀀕􀀍􀀙$􀀎􀀛􀀎 +)*+ |\n| --- | --- |\n\n􀀁􀀇􀀂􀀅􀀄􀀆􀀄􀀆􀀃 􀀈􀀅􀀃 􀀂􀀇􀀃 􀀆􀀄 􀀃􀀊􀀌􀀇􀀆􀀅 􀀂􀀍􀀄􀀉􀀋􀀈􀀆 􀀅􀀋􀀈􀀉􀀎 􀀃􀀎􀀈􀀇􀀆􀀏􀀐􀀏 􀀋􀀍 􀀂􀀋􀀈􀀈􀀌􀀉 􀀄􀀇􀀊􀀎􀀎􀀌􀀃􀀄􀀎􀀇􀀆􀀊􀀄􀀎􀀈􀀅􀀍 􀀂􀀉􀀄􀀍􀀍􀀌􀀋􀀋􀀊􀀍􀀐 􀀂 􀀃􀀊􀀋􀀈􀀄􀀍􀀆􀀎􀀅 􀀂􀀉􀀄􀀇􀀏􀀌􀀆􀀌  \n􀀂􀀆􀀇􀀂􀀃 􀀅􀀇􀀄 􀀄􀀊􀀉􀀈􀀃􀀄􀀃􀀇􀀂􀀈􀀃􀀆􀀅 􀀄􀀅 􀀇􀀆􀀄􀀃􀀂􀀈􀀉􀀈 􀀁 􀀁􀀁􀀇􀀂􀀄􀀅􀀃􀀂􀀆 􀀅􀀇􀀂􀀉􀀄􀀆􀀊􀀃􀀈 􀀂􀀁􀀃􀀄 􀀁􀀁􀀆 􀀃􀀅􀀂􀀆􀀆􀀄􀀁 􀀁􀀂􀀆􀀁􀀈􀀄􀀃􀀆􀀁􀀈􀀅􀀇􀀉􀀂􀀉 􀀃 􀀇􀀌􀀆􀀄􀀈􀀇􀀅 􀀍􀀅􀀃􀀊􀀉􀀄􀀂􀀆􀀌􀀅 􀀄􀀅 􀀋􀀌􀀅􀀈􀀆􀀅􀀌 􀀃􀀎􀀃􀀇􀀅􀀉 􀀇􀀅􀀃 􀀂􀀅􀀂􀀄􀀈􀀆􀀃 􀀂􀀄􀀅􀀃􀀁􀀆􀀂􀀃􀀁  \n􀀏\"􀀖􀀝! 􀀋􀀕+, 􀀌􀀗􀀔􀀞􀀐􀀚􀀛􀀔􀀜 􀀘􀀑 􀀇􀀗􀀜􀀍􀀚􀀔􀀘 􀀄􀀗􀀛􀀜􀀔􀀜􀀝􀀜􀀐 􀀘􀀑 􀀋􀀐􀀎􀀓􀀗􀀘􀀕􀀘􀀒  \n􀀊􀀕􀀝 􀀙 􀀆􀀘)􀀕$􀀘%! 􀀅􀀍 􀀍􀀚􀀜􀀓􀀍 􀀈􀀔􀀗􀀐 􀀉􀀔􀀏􀀒􀀐 􀀊􀀎􀀓􀀘􀀘􀀕 􀀂􀀘􀀍􀀚􀀏! 􀀃􀀍􀀖􀀙􀀜􀀘􀀗! 􀀇􀀆  \n􀀁􀀃􀀆􀀇􀀅􀀂􀀄􀀇  \nVideo podcasts allow students to control when, where, and what they learn, as well as the pace of learning. Considerable research has been conducted in higher education on video podcast use, but not in middle schools (grades six to eight) . This study investigated the use of worked example video podcasts in mathematics classrooms with students 11 to 13 years old. One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts. Students were positive about the quality of worked example video podcasts and appreciated the step-by-step, easy-to-follow explanations, diagrams, and being able to control the pace of learning. Learning performance increased significantly after using worked example video podcasts. There were no gender or grade level differences in attitudes toward worked example video podcasts or learning performance.  \n􀀁􀀃􀀅􀀆􀀄􀀃  \nLes podcasts vidéo permettent aux étudiants de contrôler quand, où, et ce qu'ils apprennent, ainsi que le rythme d'apprentissage. Un grand nombre de recherches ont été menées sur l'utilisation de podcasts vidéo dans l'enseignement supérieur, mais pas dans les écoles secondaires de premier cycle (classes de sixième à huitième) . Cette étude a examiné l'utilisation des podcasts vidéod’exercices pratiques dans des classes de mathématiques avec des élèves de 11 à 13 ans. Cent trente-six élèves ont regardé individuellement des podcasts vidéo conçus pour enseigner des concepts mathématiques de base. L’évaluation des élèves a été positives quant à la qualité de podcasts vidéo et ils ont apprécié les explications par étapes et faciles à suivre, les schémas ainsi que la possibilité de contrôler le rythme de l'apprentissage. La performance d'apprentissage s’est améliorée de manière significative après l'utilisation des podcasts vidéo. Il n'y avait de pas de différence selon le sexe ou le niveau scolaire dans les attitudes envers les podcasts vidéo ou dans la performance d'apprentissage.  \n􀀃􀀄􀀅􀀈$􀀆􀀃􀀂􀀈 􀀉􀀗􀀔\\# ,1%,&  \n􀀁􀀃􀀈􀀇􀀄􀀅􀀂􀀆􀀂 middle school; secondary school; mathematics; video podcasts; online videos; video clips; impact; learning; attitudes  \n􀀇􀀚􀀞􀀝&􀀏􀀗􀀒􀀝% école secondaire de premier cycle, enseignement secondaire, mathématiques, podcast vidéo, vidéos en ligne, clips vidéo, impact, apprentissage, attitudes  \n􀀁􀀅􀀈􀀇􀀆􀀃􀀉􀀂􀀈􀀄􀀆􀀅  \nVideo podcasts are audiovisual files that are shared in a digital format over the Internet using personal computers or mobile devices (McGarr, 2009). Key benefits of using video podcasts in educational settings include improved learning and study habits (e.g., Heilesen, 2010; Jarvis & Dickie, 2009; Leijen, Lam, Wildschut, Simons, & Admiraal, 2009; McCombs & Liu, 2007), positive student attitudes toward learning (e.g., Dupagne, Millette, & Grinfeder, 2009; Hill & Nelson, 2011; Vajoczki, Watt, Marquis, & Holshausen, 2010) and increased learning performance (e.g., Crippen & Earl, 2004; Griffin, Mitchell, & Thompson, 2009; Traphagan, Kusera, & Kishi, 2010; Vajoczki et al., 2010) . However, the main advantage of video podcasts is student control over when and where they learn (e.g., Hill & Nelson, 2011; Jarvis & Dickie, 2010; Winterbottom, 2007), what they need to learn (e.g., Fill & Ottewill, 2006; Heilesen, 2010), and the pace of learning (e.g., Chester, Buntine, Hammond, & Atkinson, 2011; Fill & Ottewill, 2006; Griffin et al., 2009) .  \nWorked example video podcasts provide step-by-step explanations of specific procedural problems. This type of podcast is particularly useful when students are beginning to le","cbCaicjsRBGsTyCJ","https://ap.wps.com/l/cbCaicjsRBGsTyCJ","pdf",347538,"English","# Introduction\n## Video podcasts and learner control\n## Worked example video podcasts and research background\n# Purpose of the study\n## Objective in middle school mathematics classrooms\n# Study design and findings\n## Participants and learning outcomes\n## Attitudes toward video podcasts\n## Group differences","[{\"question\":\"What is the main objective of the paper?\",\"answer\":\"To explore and evaluate the use of worked example video podcasts in middle school mathematics classrooms.\"},{\"question\":\"How were the video podcasts used with students?\",\"answer\":\"One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts.\"},{\"question\":\"What outcomes were observed after using worked example video podcasts?\",\"answer\":\"Learning performance increased significantly, and students reported positive attitudes toward the quality, step-by-step explanations, diagrams, and the ability to control learning pace.\"}]","Video Podcasts for Middle School Mathematics: Worked Example Video Podcasts | PDF",1792087171]