Literaturnachweis - Detailanzeige
| Autor/inn/en | Ragazou, Vasiliki; Karasavvidis, Ilias |
|---|---|
| Titel | Considering Visual Cueing and Practice Type for Software Training's Optimisation: A Study of Domain Experts |
| Quelle | In: Interactive Technology and Smart Education, 20 (2023) 1, S.36-57 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1741-5659 |
| DOI | 10.1108/ITSE-05-2021-0091 |
| Schlagwörter | Visual Aids; Cues; Task Analysis; Video Technology; Computer Software; Training Methods; Multimedia Instruction; Cognitive Processes; Computer Science Education; Undergraduate Students; Student Attitudes; Correlation; Student Motivation; Factor Analysis; Instructional Effectiveness |
| Abstract | Purpose: Software training is a new trend in software applications. A key problem with software training is that video tutorials are developed without considering the target audience. Although video tutorials are popular, little attention is given to their design features. This study aims to investigate how two multimedia research principles, visual cueing (VC) and practice type, influence task performance, mental effort and motivation. Design/methodology/approach: Three video tutorials on non-linear editing were viewed by 118 Computer Science undergraduate students with high information communication technology experience. To analyse the relationships between the research variables, a 2 (non-VC versus VC) × 2 (post-video viewing practice versus stepwise viewing-based practice (SVBP) mixed factorial design was used. Findings: The results indicated that neither VC nor SVBP influenced task performance; however, both practice type conditions led to higher levels of motivation. Research limitations/implications: The incorporation of VC and practice type in complex software training is less likely to be beneficial for domain experts. Future studies should record eye tracking data to capture learners' behaviours whilst learning a software application. Moreover, practice targeted with immediate feedback should be incorporated as it enhances scaffolding. Practical implications: Neither practice type was considered effective by experts. A practice strategy with user-controlled pausing (i.e. markers) could enhance retention by allowing users to practice tasks after locating the most relevant parts of the video tutorial. Originality/value: This study contributes to the literature by investigating two guidelines: VC and practice type in the context of complex software training targeting domain experts. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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