The “doer effect”
A study looking at the effect of interactive practice and student learning found that the learning effect of doing is about six times greater than that of reading.
The “doer effect” is an association between the number of online interactive practice activities students’ do and their learning outcomes that is not only statistically reliable but has much higher positive effects than other learning resources, such as watching videos or reading text. [1]
H5P[2]
- Capitalizes on curiosity and exploratory approach to learning
- Improves engagement though active learning, problem solving or gamification
- Consolidates knowledge
- Retrieval practice with formative (or low stakes) interactions over time is known to aid learning
- Improves inclusivity in courses as most interactions allow students to control how fast they go through the interaction, unlike a live lecture or videos where control is limited.
- Can be used to encourage relational learning when combined with LMS tools or synchronous group learning activities
Some Suggested uses[3]
| Tools for Formative Assessment | Multiple Choice True/False Fill in the Blanks Mark the Words Drag and Drop |
| Tools for Unit Review | Course Presentation Flashcards Quiz Summary |
| Tools for Multimedia Integration | Interactive Videos Image Hotspots |
| Tools for Student Submissions | Questionnaire Audio Recorder |
- Koedinger, K. R., McLaughlin, E. A., Jia, J. Z., & Bier, N. L. (2016, April). Is the doer effect a causal relationship? How can we tell and why it’s important. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 388-397). ↵
- Adapted from Gill, P. (2023). Why use H5P. UBC's H5P Open Hub. CC-BY-NC 4.0 License. https://h5p.open.ubc.ca/getting-started-with-h5p/why-use-h5p/ ↵
- Adapted from Clark Gray, B. (2023). Why use H5P table. UBC's H5P Open Hub. CC-BY-NC 4.0 LICENSE. https://h5p.open.ubc.ca/getting-started-with-h5p/why-use-h5p/Clark Gray, B. ↵
