Reading Subtitles and Taking Enotes While Learning Scientific Materials in a Multimedia Environment: Cognitive Load Perspectives on EFL Students

Autor/inn/en	Lin, John J. H.; Lee, Yuan-Husan; Wang, Dai-Yi; Lin, Sunny S. J.
Titel	Reading Subtitles and Taking Enotes While Learning Scientific Materials in a Multimedia Environment: Cognitive Load Perspectives on EFL Students
Quelle	In: Educational Technology & Society, 19 (2016) 4, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Undergraduate Students; English (Second Language); Second Language Learning; Visual Aids; Transcripts (Written Records); Video Technology; Electronic Publishing; Multimedia Materials; Notetaking; Science Education; Cognitive Processes; Difficulty Level; Brain; Anatomy; Multiple Regression Analysis; Animation; Attention; Performance; Scientific Concepts; Academic Achievement; Web 2.0 Technologies; Language Tests; Multiple Choice Tests; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Anschauungsmaterial; Elektronisches Publizieren; Naturwissenschaftliche Bildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Gehirn; Anatomie; Aufmerksamkeit; Achievement; Leistung; Schulleistung; Language test; Sprachtest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	The present study investigated the effects of providing subtitles and taking enotes on cognitive load and performance. A total of 73 English-as-a-Foreign-Language (EFL) undergraduates learned brain anatomy and cognitive functions through multimedia programs. We used a 2 (subtitle/no) x 2 (taking enotes/no) factorial design to test the following: (1) if cognitive demand would vary among different groups, and (2) if providing subtitles or taking enotes would facilitate learning. Four versions of multimedia materials had exactly the same content and differed only in the availability of subtitles or enote functions. The enote tool was designed for effective note-taking with regard to video/animation, making it possible to directly link notes to a specific scene. The results indicated that animation with subtitles groups help reduce cognitive load and increase performance. No significant differences were found in either cognitive load or post-performance for those who learned with or without taking enotes. Although previous studies suggest subtitles may lead to a split-attention effect for native learners, we found a dual-coding effect (or reverse split-attention effect) for EFL learners. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01