The impact of interactive video content in correcting misconceptions (neuromyths) about brain functions

This study aims to investigate the impact of interactive video content on dispelling neuromyths related to brain functions and operational principles, a topic within the field of educational neuroscience. A mixed-methods research design was employed, utilizing a single-group pretest-posttest experimental design for quantitative analysis and thematic design for qualitative analysis. The interactive videos were developed using the H5P e-learning content creation tool, an innovative application in educational technology. The study group consisted of 50 volunteer biology teachers employed in state schools affiliated with the Ministry of National Education (MNE). Data collection instruments for the quantitative aspect included an Educational Neuroscience Data Collection Tool and a Usability Test, while qualitative data were gathered through an Interview Form. Data from the quantitative analysis were processed using repeated measures t-test and ANOVA techniques, whereas thematic analysis was applied to the qualitative data. The results indicate that interactive video content is effective in eliminating neuromyths. Additionally, the findings reveal that interactive video content enhances knowledge retention and positively influences teachers' pedagogical approaches. This research is anticipated to shed light on both neuromyths related to brain functions and future studies concerning interactive videos, contributing to the fields of educational sciences and technologies. Furthermore, the study is expected to make a unique contribution to the literature relevant to educational neuroscience by enhancing recognition and awareness of brain functions and operational principles.