Training the Use of Interactive Videos: Effects on Mastering Different Tasks

Autor/inn/en	Merkt, Martin; Schwan, Stephan
Titel	Training the Use of Interactive Videos: Effects on Mastering Different Tasks
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 42 (2014) 3, S.421-441 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-013-9287-0
Schlagwörter	Interactive Video; Homework; Grade 9; Training; Information Retrieval; Essays; Search Strategies; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Interaktives Video; Hausaufgabe; School year 09; 9. Schuljahr; Schuljahr 09; Ausbildung; Essay; Aufsatzunterricht; Suchstrategie; Unterrichtserfolg
Abstract	This study was concerned with identifying prerequisites for the successful use of videos that offer different levels of interactivity. In a homework scenario, 64 ninth graders participated either in a search training demonstrating the efficient use of features facilitating the selection of relevant information or in a control training focusing on the integration of new information with prior knowledge. Following the training, the participants used either a common video that allowed them to control the transient flow of the information via stop and browsing or an enhanced video that additionally facilitated the localization of information via chapter selection and an index. Overall, the students wrote two essays (Essay 1: summary; Essay 2: argument) and performed a search task. The study revealed that, independent of the training condition, students benefitted from the enhanced video for the search task which merely required naming isolated facts. Moreover, in a summary task, the enhanced video resulted in the consideration of information from more different chapters when the task required gathering information from the video; however, this broader consideration of chapters only translated into naming more information after the search training. The data of a second essay requiring inferences about the video's contents (argument) were not analyzed due to a floor effect. Taken together, these results indicate that the characteristics of a task as well as the students' knowledge of respective search strategies need to be considered when implementing interactive features in video environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10