A meta-analysis of how signaling affects learning with media

Schneider, Sascha; Beege, Maik; Nebel, Steve; Rey, Günter Daniel

doi:10.1016/j.edurev.2017.11.001

Cited by 174 publications

(183 citation statements)

References 121 publications

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“…The Cognitive Theory of Multimedia Learning (CTML), as defined by Mayer (Mayer, 2005;Mayer, Heiser, & Lonn, 2001;Mayer & Moreno, 2003) and expanded in several subsequent works (Brame, 2016;Ginns, 2005;Mayer, 2017;Schneider, Beege, Nebel, & Rey, 2018), is of particular relevance when considering the features of the lightboard and their potentials. It has been used by scholars as a basis for providing design advice for instructional videos (Brame, 2016).…”

Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 99%

“…Since instructors have multiple coloured markers with the lightboard, they can use colour to highlight or emphasize key points. As signaling was shown to decrease cognitive load (Schneider et al, 2018), an instructor utilizing this strategy may also be able to help mitigate any potential increase in cognitive load that their presence may cause.…”

Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 99%

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Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

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Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 99%

Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 99%

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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“…Using the terminology of the field of learning and instruction, such a result could be considered an example of signaling (Mautone & Mayer, 2001). Signaling is defined as the use of cues to direct learners' attention and therefore to improve learning performance (Mautone & Mayer, 2001; for recent meta-analyses, see Richter, Scheiter, & Eitel, 2016;Schneider, Beege, Nebel, & Rey, 2018). Several cues have been shown to be effective, such as colors (e.g., Jamet, 2014) and cueing using arrows (Jamet & Fernandez, 2016).…”

Section: Realism As Signalingmentioning

confidence: 99%

The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

Skulmowski

Rey

2020

Human Behav and Emerg Tech

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Realistic graphics have been found to result in a worse learning performance than schematic visualizations. These negative results of realism are usually explained by assuming that realistic visualizations induce more cognitive load. Therefore, realism has been linked to the facet of extraneous cognitive load in the model of cognitive load theory. However, recent results indicate that realism may be used to good advantage when it is utilized only in selected parts of visualizations. We tested the hypothesis that realism can be used as a form of signaling. In an experimental study (N = 50), we presented each participant with one realistic and one schematic anatomical visualization. As predicted, retention performance was highest for the realistic components. Furthermore, we found that extraneous load ratings were overall higher when a particularly detailed visualization was shown to participants (although no main effect of realism was found). Our results can be explained in terms of the disfluency effect, which holds that more visually demanding learning materials can in some cases enhance learning. An important implication of the study is that educators may use the degree of realism to focus learners' attention.

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“…Tahap perancangan video presentasi ini tidak menggunakan model tertentu (manusia), namun menggunakan animasi. Hal ini mempertimbangkan bahwa animasi mempunyai daya tarik tersendiri (Schneider, Beege, Nebel, & Rey, 2018) Pada tabel 3 menunjukan hasil validasi materi. Skor validasi, menunjukan skor secara keseluruhan indikator termasuk kategori "Layak" dengan rentang diantara 86%-93%.…”

Section: Gambar 2 Prosedur Pengembanganunclassified

Pengembangan Media Video Presentasi Pada Mata Kuliah Hidrologi Di Universitas Negeri Jakarta

Maulana

Sekartaji

Arthur

et al. 2019

Kwangsan. J. Tek. Pend.

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This research aims to design and develop video presentation media that is applied to the Hydrology course. This research applies the Research and Development (R & D) method with the Borg and Gall model which is limited to small group trials. Media validation is used for expert validation with Aiken's V formula and assessment of students using a test. The validation results show that the media is suitable to be used. The results of the pre-test and post-test that were analyzed by t-test obtained a significant t-count of 5.052 from 36 students. Based on this analysis, it can be concluded that this presentation video learning media is appropriate and effective on a limited scale for learning Hydrology courses in the educational of building engineering, State University of Jakarta. AbstrakPenelitian ini bertujuan untuk merancang dan mengembangkan media video presentasi yang diterapkan pada mata kuliah Hidrologi. Penelitian ini menerapkan metode Research and Development (R & D) dengan model Borg dan Gall yang dibatasi sampai ujicoba kelompok kecil. Validasi media yang digunakan untuk validasi ahli dengan formula Aiken’s V dan untuk penilaian dari mahasiswa menggunakan tes. Hasil validasi menunjukkan bahwa media layak digunakan. Hasil pre-test dan post test yang dianalisis dengan uji t dari 36 mahasiswa diperoleh thitung sebesar 5,052 yang signifikan. Berdasarkan analisis tersebut, dapat disimpulkan bahwa media pembelajaran video presentasi ini layak digunakan dan efektif pada skala terbatas untuk pembelajaran mata kuliah Hidrologi di Pendidikan Teknik Bangunan Universitas Negeri Jakarta.

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A meta-analysis of how signaling affects learning with media

Cited by 174 publications

References 121 publications

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

Pengembangan Media Video Presentasi Pada Mata Kuliah Hidrologi Di Universitas Negeri Jakarta

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