Student-Generated Teaching Materials
A Scoping Review Mapping the Research Field
Abstract Students can create products that take the form of instructional materials. A scoping review was carried out to map the research field of student-generated teaching materials, focusing on product types, information sources, learning-related matters, and researchers’ explanations. Based on 280 articles, four product types were identified: audio/visual materials, questions, texts, and educational games. Studies gathered information from product creation, product use, participants’ perceptions, and learning outcomes. Socio-cognitive and motivational learning-related matters for creators and users were reported concerning the subject matter, cross-curricular competencies, academic emotions, and engagement. In these studies, researchers interpreted their findings based on nine different explanations: active learning, audience effect, knowledge building, learning by teaching, motivational processes, peer learning, the role of ICT, scaffolding, and time-on-task and practice effect. Different lines for future research are discussed, related to the educational stages and knowledge areas, the research designs, and the relationship between research and practice.
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Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001.
Coll, C. (2013). La educación formal en la nueva ecología del aprendizaje: Tendencias, retos y agenda de investigación [Formal education in the new learning ecology: Trends, challenges, and research agenda]. In J. L. Rodríguez (Ed.), Aprendizaje y educación en la sociedad digital (pp. 156–170). Universitat de Barcelona. https://doi.org/10.1344/106.000002060.
Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26, 18–27. https://doi.org/10.1111/j.1365-2729.2009.00339.x.
Collis, B., & Moonen, J. (2005). An on-going journey: Technology as a learning workbench. University of Twente.
Creswell, J. W. (2015). A concise introduction to mixed methods research. Sage.
Danish, J. A., & Enyedy, N. (2007). Negotiated representational mediators: How young children decide what to include in their science representations. Science Education, 91(1), 1–35. https://doi.org/10.1002/sce.20166.
Daudt, H. M., van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13, Article 48. https://doi.org/10.1186/1471-2288-13-48.
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Duran, D. (2017). Learning-by-teaching: Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476–484. http://doi.org/10.1080/14703297.2016.1156011.
Duran, D., & Topping, K. J. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. Routledge. https://doi.org/10.4324/9781315649047.
Farrokhnia, M., Meulenbroeks, R. F., & van Joolingen, W. R. (2020). Student-generated stop-motion animation in science classes: A systematic literature review. Journal of Science Education and Technology, 29, 797–812. https://doi.org/10.1007/s10956-020-09857-1.
Fiorella, L., & Mayer, R. E. (2014). Role of expectations and explanations in learning by teaching. Contemporary Educational Psychology, 39(2), 75–85. http://doi.org/10.1016/j.cedpsych.2014.01.001.
Gallardo-Williams, M., Morsch, L. A., Paye, C., & Seery, M. K. (2020). Student-generated video in chemistry education. Chemistry Education Research and Practice, 21, 488–495. https://doi.org/10.1039/C9RP00182D.
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic literature reviews. Education in the Knowledge Society, 23, Article e28600. https://doi.org/10.14201/eks.28600
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302.
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Hamer, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., Purchase, H., Riedesel, C., Saeli, M., Sanders, K., & Sheard, J. (2008). Contributing student pedagogy. ACM SIGCSE Bulletin, 40(4), 194–212. https://doi.org/10.1145/1473195.1473242.
Hamer, J., Sheard, J., Purchase, H., & Luxton-Reilly, A. (2012). Contributing student pedagogy. Computer Science Education, 22(4), 315–318. https://doi.org/10.1080/08993408.2012.727709.
Hava, K., & Cakir, H. (2017). A systematic review of literature on students as educational computer game designers. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 407–419). Association for the Advancement of Computing in Education.
Hoogerheide, V., Deijkers, L., Loyens, S., Heijltjes, A., & van Gog, T. (2016). Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them. Contemporary Educational Psychology, 44–45, 95–106. http://doi.org/10.1016/j.cedpsych.2016.02.005.
Hoogerheide, V., Renkl, A., Fiorella, L., Paas, F., & van Gog, T. (2019). Enhancing example-based learning: Teaching on video increases arousal and improves problem-solving performance. Journal of Educational Psychology, 111(1), 45–56. https://doi.org/10.1037/edu0000272.
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. https://doi.org/10.1016/j.chb.2012.01.011.
Kobayashi, K. (2019). Learning by preparing-to-teach and teaching: A meta-analysis. Japanese Psychological Research, 61(3), 192–203. https://doi.org/10.1111/jpr.12221.
McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), 309–321. https://doi.org/10.14742/ajet.1136.
Meyerson, I. (1948). Les fonctions psychologiques et les œuvres [Psychological functions and works]. J. Vrin.
Nelson, J., & Campbell, C. (2017). Evidence-informed practice in education: Meanings and applications. Educational Research, 59(2), 127–135. https://doi.org/10.1080/00131881.2017.1314115.
Papadopoulos, K. S. (2004). A school programme contributes to the environmental knowledge of blind people. British Journal of Visual Impairment, 22(3), 101–104. https://doi.org/10.1177/0264619604050046.
Paré, G., Trudel, M. C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008.
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12.
Pérez-Echeverría, M. P., Martí, E., & Pozo, J. I. (2010). External representation systems as tools of the mind. Culture & Education, 22(2), 133–147. https://doi.org/10.1174/113564010791304519.
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. https://doi.org/10.1002/9780470754887.
Pham, M. T., Rajic, A. R., Greig, J. D., Sargeant, J. M., Papadopoulosa, A., & McEwena, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5, 371–385. https://doi.org/10.1002/jrsm.1123.
Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for learner-generated digital media assignments. E-learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973.
Reyna, J., & Meier, P. (2018a). Learner-generated digital media (LGDM) as an assessment tool in tertiary science education: A review of literature. IAFOR Journal of Education, 6(3), 93–109. https://doi.org/10.22492/ije.6.3.06.
Reyna, J., & Meier, P. (2018b). Using the Learner-Generated Digital Media (LGDM) framework in tertiary science education: A pilot study. Education Sciences, 8(3), 93–109. https://doi.org/10.3390/educsci8030106.
Roscoe, R. (2014). Self-monitoring and knowledge building in learning by teaching. Instructional Science, 42(3), 327–351. https://doi.org/10.1007/s11251-013-9283-4.
Schwartz, D. L. (1999). The productive agency that drives collaborative learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197–218). Pergamon.
Snelson, C. (2018). Video production in content-area pedagogy: A scoping study of the research literature. Learning, Media and Technology, 43(3), 294–306. https://doi.org/10.1080/17439884.2018.1504788.
Styles, B., & Torgerson, C. (Eds.). (2018). Randomised Controlled Trials (RCTs) in education research –methodological debates, questions, challenges [Special issue]. Educational Research, 60(3). https://doi.org/10.1080/00131881.2018.1500194.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Winslett, G. (2014). What counts as educational video? Working toward best practice alignment between video production approaches and outcomes. Australasian Journal of Educational Technology, 30(5), 487–502. https://doi.org/10.14742/ajet.458.
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. In M. Shepperd (Ed.), Proceedings of the 18th international conference on evaluation and assessment in software engineering (Article 38). Association for Computing Machinery. https://doi.org/10.1145/2601248.2601268.
Yeung, K. L., Carpenter, S. K., & Corral, D. (2021). A comprehensive review of educational technology on objective learning outcomes in academic contexts. Educational Psychology Review, 33, 1583–1630. https://doi.org/10.1007/s10648-020-09592-4.
Zajonc, R. B. (1966). Social psychology: An experimental approach. Wadsworth.
Bargh, J., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72(5), 593–604. http://doi.org/10.1037/0022-0663.72.5.593.
Bruner, J. (1996). The culture of education. Harvard University Press. https://doi.org/10.4159/9780674251083.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001.
Coll, C. (2013). La educación formal en la nueva ecología del aprendizaje: Tendencias, retos y agenda de investigación [Formal education in the new learning ecology: Trends, challenges, and research agenda]. In J. L. Rodríguez (Ed.), Aprendizaje y educación en la sociedad digital (pp. 156–170). Universitat de Barcelona. https://doi.org/10.1344/106.000002060.
Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26, 18–27. https://doi.org/10.1111/j.1365-2729.2009.00339.x.
Collis, B., & Moonen, J. (2005). An on-going journey: Technology as a learning workbench. University of Twente.
Creswell, J. W. (2015). A concise introduction to mixed methods research. Sage.
Danish, J. A., & Enyedy, N. (2007). Negotiated representational mediators: How young children decide what to include in their science representations. Science Education, 91(1), 1–35. https://doi.org/10.1002/sce.20166.
Daudt, H. M., van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13, Article 48. https://doi.org/10.1186/1471-2288-13-48.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Duran, D. (2017). Learning-by-teaching: Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476–484. http://doi.org/10.1080/14703297.2016.1156011.
Duran, D., & Topping, K. J. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. Routledge. https://doi.org/10.4324/9781315649047.
Farrokhnia, M., Meulenbroeks, R. F., & van Joolingen, W. R. (2020). Student-generated stop-motion animation in science classes: A systematic literature review. Journal of Science Education and Technology, 29, 797–812. https://doi.org/10.1007/s10956-020-09857-1.
Fiorella, L., & Mayer, R. E. (2014). Role of expectations and explanations in learning by teaching. Contemporary Educational Psychology, 39(2), 75–85. http://doi.org/10.1016/j.cedpsych.2014.01.001.
Gallardo-Williams, M., Morsch, L. A., Paye, C., & Seery, M. K. (2020). Student-generated video in chemistry education. Chemistry Education Research and Practice, 21, 488–495. https://doi.org/10.1039/C9RP00182D.
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic literature reviews. Education in the Knowledge Society, 23, Article e28600. https://doi.org/10.14201/eks.28600
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302.
Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as web 2.0 authors: Implications for assessment design and conduct. Australasian Journal of Educational Technology, 26(1), 105–122. https://doi.org/10.14742/ajet.1105.
Hamer, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., Purchase, H., Riedesel, C., Saeli, M., Sanders, K., & Sheard, J. (2008). Contributing student pedagogy. ACM SIGCSE Bulletin, 40(4), 194–212. https://doi.org/10.1145/1473195.1473242.
Hamer, J., Sheard, J., Purchase, H., & Luxton-Reilly, A. (2012). Contributing student pedagogy. Computer Science Education, 22(4), 315–318. https://doi.org/10.1080/08993408.2012.727709.
Hava, K., & Cakir, H. (2017). A systematic review of literature on students as educational computer game designers. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 407–419). Association for the Advancement of Computing in Education.
Hoogerheide, V., Deijkers, L., Loyens, S., Heijltjes, A., & van Gog, T. (2016). Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them. Contemporary Educational Psychology, 44–45, 95–106. http://doi.org/10.1016/j.cedpsych.2016.02.005.
Hoogerheide, V., Renkl, A., Fiorella, L., Paas, F., & van Gog, T. (2019). Enhancing example-based learning: Teaching on video increases arousal and improves problem-solving performance. Journal of Educational Psychology, 111(1), 45–56. https://doi.org/10.1037/edu0000272.
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. https://doi.org/10.1016/j.chb.2012.01.011.
Kobayashi, K. (2019). Learning by preparing-to-teach and teaching: A meta-analysis. Japanese Psychological Research, 61(3), 192–203. https://doi.org/10.1111/jpr.12221.
McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), 309–321. https://doi.org/10.14742/ajet.1136.
Meyerson, I. (1948). Les fonctions psychologiques et les œuvres [Psychological functions and works]. J. Vrin.
Nelson, J., & Campbell, C. (2017). Evidence-informed practice in education: Meanings and applications. Educational Research, 59(2), 127–135. https://doi.org/10.1080/00131881.2017.1314115.
Papadopoulos, K. S. (2004). A school programme contributes to the environmental knowledge of blind people. British Journal of Visual Impairment, 22(3), 101–104. https://doi.org/10.1177/0264619604050046.
Paré, G., Trudel, M. C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008.
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12.
Pérez-Echeverría, M. P., Martí, E., & Pozo, J. I. (2010). External representation systems as tools of the mind. Culture & Education, 22(2), 133–147. https://doi.org/10.1174/113564010791304519.
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. https://doi.org/10.1002/9780470754887.
Pham, M. T., Rajic, A. R., Greig, J. D., Sargeant, J. M., Papadopoulosa, A., & McEwena, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5, 371–385. https://doi.org/10.1002/jrsm.1123.
Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for learner-generated digital media assignments. E-learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973.
Reyna, J., & Meier, P. (2018a). Learner-generated digital media (LGDM) as an assessment tool in tertiary science education: A review of literature. IAFOR Journal of Education, 6(3), 93–109. https://doi.org/10.22492/ije.6.3.06.
Reyna, J., & Meier, P. (2018b). Using the Learner-Generated Digital Media (LGDM) framework in tertiary science education: A pilot study. Education Sciences, 8(3), 93–109. https://doi.org/10.3390/educsci8030106.
Roscoe, R. (2014). Self-monitoring and knowledge building in learning by teaching. Instructional Science, 42(3), 327–351. https://doi.org/10.1007/s11251-013-9283-4.
Schwartz, D. L. (1999). The productive agency that drives collaborative learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197–218). Pergamon.
Snelson, C. (2018). Video production in content-area pedagogy: A scoping study of the research literature. Learning, Media and Technology, 43(3), 294–306. https://doi.org/10.1080/17439884.2018.1504788.
Styles, B., & Torgerson, C. (Eds.). (2018). Randomised Controlled Trials (RCTs) in education research –methodological debates, questions, challenges [Special issue]. Educational Research, 60(3). https://doi.org/10.1080/00131881.2018.1500194.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Winslett, G. (2014). What counts as educational video? Working toward best practice alignment between video production approaches and outcomes. Australasian Journal of Educational Technology, 30(5), 487–502. https://doi.org/10.14742/ajet.458.
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. In M. Shepperd (Ed.), Proceedings of the 18th international conference on evaluation and assessment in software engineering (Article 38). Association for Computing Machinery. https://doi.org/10.1145/2601248.2601268.
Yeung, K. L., Carpenter, S. K., & Corral, D. (2021). A comprehensive review of educational technology on objective learning outcomes in academic contexts. Educational Psychology Review, 33, 1583–1630. https://doi.org/10.1007/s10648-020-09592-4.
Zajonc, R. B. (1966). Social psychology: An experimental approach. Wadsworth.
Ribosa, J., & Duran, D. (2022). Student-Generated Teaching Materials: A Scoping Review Mapping the Research Field. Education in The Knowledge Society, 23, eks.27443. https://doi.org/10.14201/eks.27443
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