Strategies for Facilitating Processing of Transient Information in Instructional Videos by Using Learner Control Mechanisms

Autor/inn/en	Lin, Yi-Chun; Liu, Tzu-Chien; Kalyuga, Slava
Titel	Strategies for Facilitating Processing of Transient Information in Instructional Videos by Using Learner Control Mechanisms
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 6, S.863-877 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Tzu-Chien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-022-09600-w
Schlagwörter	Video Technology; Instructional Films; Technology Uses in Education; Multimedia Materials; Multimedia Instruction; Cognitive Processes; Difficulty Level; Learning Strategies; Undergraduate Students; Learner Controlled Instruction; Recall (Psychology); Comprehension; Performance + Suchen Sie Ihr Suchwort? Lehrfilm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multimediales Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Abberufung; Verstehen; Verständnis; Achievement; Leistung
Abstract	Learner control of video presentations by using pause buttons or timeline scrollbars was suggested as helpful for learning from sources of transient information such as dynamic visualizations and spoken words. However, effective learner control could be difficult to attain without sufficient instructional support. This study developed strategies for facilitating processing and integration of transient information based on cognitive load theory by providing learners with explicit guidance in when and how to use pausing and timeline scrollbars while watching instructional videos. A single-factor between-subjects experiment was conducted to examine the effects of the proposed strategies. Ninety undergraduates were randomly assigned to one of three groups - strategy guidance group (learners were provided with guidance in strategies), learner control group (learners were allowed to control the video but without any guidance in strategies), and continuous presentation group (without any learner control mechanism). The results revealed that compared to the learner control group, the strategy guidance group had a greater number of pauses and scrollbacks on the timeline, demonstrated significantly better performance in the immediate comprehension test and higher performance efficiency in the immediate recall and comprehension tests. Compared to the continuous presentation group, the strategy guidance group demonstrated significantly better performance in the immediate recall and comprehension tests and higher performance efficiency in both these tests, as well as better performance in the delayed recall test and higher performance efficiency in the delayed recall test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01