Examining the Accelerated Playback Hypothesis of Time-Compression in Multimedia Learning Environments: A Meta-Analysis Study

Autor/inn/en	Cheng, Li; Pastore, Raymond; Ritzhaupt, Albert D.
Titel	Examining the Accelerated Playback Hypothesis of Time-Compression in Multimedia Learning Environments: A Meta-Analysis Study
Quelle	In: Journal of Educational Computing Research, 60 (2022) 3, S.579-598 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Li) ORCID (Ritzhaupt, Albert D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211043535
Schlagwörter	Meta Analysis; Multimedia Instruction; Teaching Methods; Feedback (Response); Computer Software; Educational Quality; Technology Uses in Education; Outcomes of Education; Effect Size; Online Courses; Research Reports; Video Technology; Educational Change + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernleistung; Schulerfolg; Online course; Online-Kurs; Research report; Forschungsbericht; Bildungsreform
Abstract	With the explosion of multimedia learning environments and the use of digital time-compression algorithms in common software and hardware, we need guidance on how to use this technology without sacrificing quality and learning outcomes. The purpose of the meta-analysis is to examine the existing empirical research literature to derive an overall integrated model for the use of digital time-compression algorithms in multimedia learning environments. We frame this research by coining the accelerated playback hypothesis, which posits that learning outcomes will not diminish with accelerated playback of multimedia learning materials until a threshold is reached. Systematically searching twelve academic databases and filtering the literature, we identified seven qualified manuscripts with k = 18 independent effect size comparisons using time-compression in the context of multimedia learning. The overall effect size for playback speed 1.4-1.5x is small and significant at g = -0.212 [95% CI = -0.378, -0.045]. The overall effect size for playback speed 1.8-2.0x is small and non-significant at g = -0.362 [95% CI = -0.743 to 0.019]. Discussion and implications for practice and research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01