Student Perceptions of Screen Recording and Screencast Assignments in First-Year Writing

The study has IRB approval and participant consent was collected through writing. This data set contains an Excel spreadsheet with multiple tabs for each survey question. The data set includes responses from participants who had consented to participate in the study. Where applicable, the researcher codes are included. Our study addressed the following research questions: What prior experience with screen recordings did students in seven different sections of First-Year Writing courses report? How did students in seven different sections of First-Year Writing courses taught by two different instructors perceive the effects of screen recording assignments on understanding their writing process? How did those students feel about the screen recording assignments? We gave students a survey using Microsoft Forms in class during Week 14. We asked them to complete it as part of normal coursework, and if they did not complete the survey in class, then they were to finish it for homework. The survey included questions that helped us determine the levels of experience students reported with both creating and viewing screen recordings (the umbrella term we used during instruction to refer to both screen recordings and screencasts), as well as demographic questions that asked students to state which class they were in. Other close-ended questions asked students to rate their confidence using technology prior to and after completing the course and the number of essays they had revised prior to the class. Likert-scale questions also ask students to rate the degree to which they agreed with statements related to whether the screen recording assignments helped them “better understand” their writing and research process, their perceptions of the difficulty of the assignments, and whether the assignment helped them “think about my revision practices.” Open-ended questions were included asking students to describe how they felt about the screen recording assignments, the factors that affected their feelings, and how the assignment affected their technology skills. We argue that the screencast assignment was the most positively received by students because it required students to use transmediation in the writing process, cohesively blending speech, writing, and video components in the writing process. Overall, our research showed that student-led screencasts and screen recordings can offer students unique affordances to incorporate transmodality and multimodality in the writing process.本研究已获得机构审查委员会（Institutional Review Board, IRB）审批，且通过书面形式收集了参与者的知情同意书。本数据集包含一份含多个工作表的Excel表格，每个工作表对应一项调查问题。数据集收录了同意参与本研究的参与者的回复，若适用，还包含研究者编码信息。 本研究围绕以下研究问题展开： 1. 七个不同班级的大一写作课程学生所报告的屏幕录制（screen recording）先验经验状况如何？ 2. 由两位不同教师授课的七个大一写作课程班级的学生，如何看待屏幕录制作业对理解其写作过程的影响？ 3. 这些学生对屏幕录制作业持有怎样的看法？ 我们于第14周在课堂上通过微软表单（Microsoft Forms）向学生发放了调查问卷，要求学生将其作为常规课程任务完成；若课堂上未完成，则需作为课后作业补齐。本次问卷涵盖两类问题：其一为用于评估学生创建与观看屏幕录制（我们在教学中使用的统称，涵盖屏幕录制与屏录短片（screencast））相关经验的问题，以及询问学生所在班级的人口统计学问题；其二为封闭式问题，用于调研学生修课前后的技术使用信心水平，以及修课前已修改的论文数量。 李克特量表（Likert-scale）问题要求学生对相关表述的同意程度进行评分，涉及的表述包括：屏幕录制作业是否帮助他们"更好地理解"写作与研究过程、学生对作业难度的感知，以及该作业是否帮助他们"思考我的修改实践"。 问卷还设置了开放式问题，要求学生描述其对屏幕录制作业的感受、影响其感受的因素，以及该作业对其技术技能的影响。 我们认为，屏录短片（screencast）作业最受学生好评，原因在于该作业要求学生在写作过程中运用转媒（transmediation）能力，将语音、文字与视频元素有机融合于写作流程中。 总体而言，本研究表明，以学生为主导的屏录短片与屏幕录制，能够为学生提供独特的赋能优势，使其在写作过程中融入转模态（transmodality）与多模态（multimodality）元素。