A change of scenery: Does the setting of an instructional video affect learning?

Autor/inn/en	Merkt, Martin; Lux, Sabrina; Hoogerheide, Vincent; Gog, Tamara van; Schwan, Stephan
Titel	A change of scenery: Does the setting of an instructional video affect learning?
Quelle	In: The journal of educational psychology, 112 (2020) 6, S. 1273-1283Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000414
Schlagwörter	Multimedia; Lernen; Lehrmethode; Unterrichtsmedien; Unterricht; Kontext; Visuelle Information
Abstract	Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic setting) or in front of a white wall (neutral setting). Results showed a beneficial effect of the authentic setting on retention, but not on the application of the video content. Experiment 2 aimed to replicate and extend these findings by investigating whether reinstating the authentic setting as a contextual cue during the test phase would further improve test performance. After watching a video that was either shot in an authentic or a neutral setting, participants (N = 149) worked on the retention and application test while a screenshot of the authentic or the neutral setting was presented as a background. Contrary to our expectations, the effect of setting on retention did not replicate and there was no evidence for context effects, despite using the same learning materials and a comparable sample as in Experiment 1. Findings are discussed with regard to potential boundary conditions. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2021/4