Enhancing Student Learning through Video-Based Exam Corrections (Pencasts) in Introductory Physics Courses

In introductory physics courses, rarely are exams swiftly returned to students, depriving them of the opportunity to promptly reflect and learn from their mistakes. This poster presents data collected from a teaching intervention in an introductory studio mechanics course for engineers at a large university. In the Fall 2023 semester, midterms are taken on Friday and returned the following Monday. Students are then able to record a video explaining their errors and the correct solution to a selected problem for up to half of the missed credit, all without access to a detailed key. They then complete a survey gauging their experience. Student feedback has been overwhelmingly positive so far, with many mentioning without prompt favoring video over traditional corrections. A thematic analysis will be conducted on qualitative survey data from the first two midterms of the Fall 2023 semester to identify trends in student experiences. We hypothesize that students engaging in video corrections exhibit higher levels of metacognition and reflection, both known to yield educational benefits, compared to paper corrections. This method holds the potential to augment the learning experience in introductory physics while providing insights into problem-solving processes across STEM coursework.