Video-Based Assessment and Learning of Exponential and Logarithmic Functions Across Instructional Modalities

This mixed-methods study examined video-based assessments across online ( n  = 29) and face-to-face (F2F, n  = 70) undergraduate mathematics courses. Students created videos explaining exponential and logarithmic functions and their inverse relationship. Data included video project scores (conceptual and procedural knowledge), unit test performance, and open-ended surveys. Conceptual knowledge was comparable across modalities (F2F: M  = 27.59; online: M  = 26.29, p  = .141), but F2F students demonstrated higher procedural knowledge ( M  = 39.75 vs. M  = 38.02, p  = .046, d  = 0.54). Despite similar unit test performance, only F2F students’ procedural knowledge correlated with test scores ( r  = .34, p  = .004), while online students’ video performance showed no relationship to test outcomes ( r  = .01, p  = .964). Qualitative analysis revealed online students engaged in more extensive preparation through scripting (75% vs. 55%), self-assessment (20% identified weaknesses vs. 3% F2F), and time investment (50% spent 3 + hours vs. 20% F2F). F2F students emphasized retention benefits without elaboration. Findings indicate video-based assessments support conceptual learning across modalities while revealing modality-based differences in procedural knowledge development and transfer.