Does an Interactive Table of Contents Promote Learning from Videos? A Study of Consultation Strategies and Learning Outcomes

Autor/inn/en	Cojean, Salomé; Jamet, Eric
Titel	Does an Interactive Table of Contents Promote Learning from Videos? A Study of Consultation Strategies and Learning Outcomes
Quelle	In: British Journal of Educational Technology, 53 (2022) 2, S.269-285 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cojean, Salomé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13164
Schlagwörter	Interactive Video; Navigation (Information Systems); Multimedia Materials; Multimedia Instruction; Information Seeking; College Students; Recall (Psychology); Memorization; Reading Comprehension; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Interaktives Video; Multimediales Lernen; Informationserschließung; Collegestudent; Abberufung; Gedächtnistraining; Leseverstehen; Cognition; Schema; Kognition
Abstract	Learning from videos is becoming an important part of educational activities, but video content may be difficult to process, mainly because its organization is not very salient in this medium. The learner's organization process should be enhanced by: (1) displaying the structure (ie, table of contents) in the video-based environment; and (2) proposing interactivity tools (interactive table of contents and cued timeline) to use this structure in a more efficient way. A total of 57 participants (higher education students) were divided into three groups (no table of contents, table of contents, and interactive table of contents) to assess the effects of displaying a structure on learning outcomes and behaviours. Results showed that tables of contents boosted topic recall, and interactivity allowed learners to perform more relevant reviewing behaviours. However, reviewing behaviours appear to be broadly timeline-driven, and learners did not actively use the interactive table of contents. No significant effect was found on other learning outcomes (ie, content memorization and comprehension). One suggestion is that a table of contents, especially when it is interactive, can be an organizational aid during the construction of a mental model, but learners may underestimate its usefulness. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01