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Evaluating Online Exercise Solution Videos Versus a Detailed Explanation in Class Using Data on Students’ Learning and Repetition Behavior

Author

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  • Steffen Henzel
  • Christian Holzner

Abstract

We conduct a field experiment to analyze whether online exercise solution videos are a valuable substitute for a detailed explanation in class. Using a Difference-in-Difference identification strategy with student time-fixed effects, we find that videos on-demand reduce students' performance significantly. Splitting our sample along class attendance shows that the results are driven by those students, who attended class. Given our detailed data on students' learning and repetition behavior we can show that only one out of four students in the treatment group watched the videos while four out of five students in the control group attended the respective class. Although we observe the typical procrastination behavior among students as the exam approaches we find no evidence that procrastination in the experiment questions compared with all other exercise questions is higher for students in the treatment group compared to the control group.

Suggested Citation

  • Steffen Henzel & Christian Holzner, 2025. "Evaluating Online Exercise Solution Videos Versus a Detailed Explanation in Class Using Data on Students’ Learning and Repetition Behavior," CESifo Working Paper Series 12269, CESifo.
    • Handle: RePEc:ces:ceswps:_12269
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    JEL classification:

    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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