A Change of Scenery: Does the Setting of an Instructional Video Affect Learning?

Autor/inn/en	Merkt, Martin; Lux, Sabrina; Hoogerheide, Vincent; van Gog, Tamara; Schwan, Stephan
Titel	A Change of Scenery: Does the Setting of an Instructional Video Affect Learning?
Quelle	In: Journal of Educational Psychology, 112 (2020) 6, S.1273-1283 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000414
Schlagwörter	Instructional Films; Instructional Effectiveness; Retention (Psychology); Video Technology; Visual Aids; Instructional Design; Multimedia Instruction; Context Effect; Cues; Foreign Countries; College Students; Expertise; Production Techniques; Germany + Suchen Sie Ihr Suchwort? Lehrfilm; Unterrichtserfolg; Merkfähigkeit; Anschauungsmaterial; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Stichwort; Ausland; Collegestudent; Expert appraisal; Production engineering; Produktionstechnik; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01