Reflecting to learn in a physics multimedia communication course

TL;DR

This study explores how integrated reflection and peer evaluation activities in a physics seminar can enhance learning outcomes and supplement limited presentation opportunities, focusing on multimedia communication skills.

Contribution

It introduces a novel approach combining critical reflection and peer evaluation to improve physics communication skills within resource-constrained environments.

Findings

Minimal difference in quiz scores between control and treatment groups

Retention correlates with presentation quality metrics from multimedia learning theory

Prior exposure to topics influences content retention and transfer

Abstract

Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to practice their formal presentation skills. We investigate the use of integrated critical reflection and peer evaluation activities in a physics senior seminar course both to improve student learning outcomes and to supplement highly restricted presentation time. Throughout the semester, each student delivers one 8-min multimedia presentation on either their research or an upper-division course topic. Following each presentation, audience members complete one of two randomly assigned peer evaluations: a treatment form that prompts critical reflection or a control form that does not. Each class period concludes with a short quiz on concepts presented in that day's presentations. We observe minimal differences in quiz scores between students in the control and treatment groups. Instead, we find that retention and transfer of presentation content correlate with certain metrics of presentation quality described in the Cognitive Theory of Multimedia Learning and with self-identified prior exposure to presentation topics.