Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load

Autor/inn/en	Kennedy, Michael J.; Hirsch, Shanna Eisner; Dillon, Sarah E.; Rabideaux, Lindsey; Alves, Kathryn D.; Driver, Melissa K.
Titel	Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load
Quelle	In: Teaching of Psychology, 43 (2016) 2, S.153-158 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628316636295
Schlagwörter	Difficulty Level; Cognitive Processes; Multimedia Instruction; Multimedia Materials; Functional Behavioral Assessment; Pretests Posttests; Control Groups; Experimental Groups; Intermode Differences; Teaching Methods; Outcome Measures; Measures (Individuals); Instructional Effectiveness; College Students + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Unterrichtserfolg; Collegestudent
Abstract	The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students' knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest--posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01