Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij, Hans van der; Meij, Jan van der

doi:10.1007/s11251-016-9394-9

Cited by 24 publications

(20 citation statements)

References 77 publications

(83 reference statements)

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“…Although the gain was significant, the task practice score is somewhat disappointing if one considers the fact that students could consult the videos at any time during training. The practice scores are also lower than those obtained in comparable empirical studies with Western students (van der Meij, 2014(van der Meij, , 2017van der Meij & van der Meij, 2016a).…”

Section: Discussioncontrasting

confidence: 73%

“…All empirical studies have shown that DBT-based demonstration videos significantly raise task practice. However, they have also shown a disparity with learning, with the latter lagging behind task practice (eg, van der Meij, 2014(eg, van der Meij, , 2017van der Meij & van der Meij, 2016a).…”

Section: Introductionmentioning

confidence: 99%

“…To enable achievement of these goals, a theoretical model for video construction that combines demonstration-based training (DBT) and multimedia learning theory has recently been proposed (Brar & van der Meij, 2017;van der Meij & van der Meij, 2016a). In a DBT-based video, an example of task performance is enriched with instructional features to enhance motivation and task achievement.…”

Section: Introductionmentioning

confidence: 99%

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Advance organizers in videos for software training of Chinese students

Meij¹

2018

Brit J Educational Tech

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The effectiveness of demonstration-based training (DBT) videos for software training has been investigated for a Western audience. These studies have generally found that the demonstration videos significantly enhanced self-efficacy and task performance, but also that there was a gap between task practice and learning with the latter lagging behind. The present study investigated the effectiveness of DBT-videos for software training of Chinese students. The control condition presented demonstrations only. In the experimental condition demonstrations were preceded with advance organizers that aimed to enhance learning. The 61 participants (mean age 11.8 years) came from a middle school in China. Data analyses revealed that self-efficacy significantly improved in both conditions. Task performance success also increased significantly over time. The familiar gap between task practice and learning was found between task practice and outcomes on an immediate post-test. However, on the delayed post-test this difference had disappeared. An effect of the advance organizer was found for accuracy of the selfefficacy appraisals, and for gain scores from pretest to delayed post-test. It is concluded that DBT-based demonstration videos are moderately effective for software training of Chinese students, and that it can be beneficial to precede these with advance organizers.

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Section: Discussioncontrasting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Advance organizers in videos for software training of Chinese students

Meij¹

2018

Brit J Educational Tech

Self Cite

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“…20 The video tutorials were designed based on the Chronic Care Model and Donabedian's Structure-Process-Outcome Model 21 and applied evidence-based best practices of video tutorials' design. 22,23 Our small-scale efficacy study showed that the video tutorials elicited a statistically significant increase in use of advanced EMR features for diabetes care. Participating PCPs liked the video tutorial instruction and suggested it would be a useful approach to teach other EMR topics.…”

Section: Approach 2: Video Tutorialsmentioning

confidence: 79%

Educational approaches for improving physicians’ use of health information technology

Shachak

Randhawa

Crampton

2019

Healthc Manage Forum

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The benefits of Health Information Technology (HIT) depend on the way they are being used. Education and training are often needed to move from basic to advanced, value-adding, use. In this article, we describe three educational approaches that can help in achieving this goal: “productive failure,” video tutorials, and simulation. We describe the rationale behind these approaches, their strengths, and limitations and illustrate their application, respectively, to three problems associated with the use of HIT in clinical practice: improving data quality within Electronic Medical Records (EMRs) at the point of data entry, use of advanced EMR features for chronic disease management, and impact of the EMR on patient-clinician communication. We conclude that, while these approaches are promising, there is a need for innovation and diversity of educational approaches to address use of advanced HIT features, identified challenges with HIT, and usage in context—as well as for rigorous evaluation.

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“…This is due to the material presented to be more interesting because it utilizes elements of text, sound, video to clarify the material to make it more meaningful (Barzegar et al, 2012). (Meij & Meij, 2016), through their scientific articles found that learning videos (tutorials) contribute significantly to procedural knowledge and student motivation. Then the results of this study are in line with the research of (Nouri, 2016), which concluded that the use of video in the learning process is highly correlated to the improvement of motivation, involvement, and improvement of effective learning.…”

Section: Student Learningmentioning

confidence: 99%

Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education

Warju

Ariyanto

Soeryanto

et al. 2020

j. of. sci. technol.

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This study aims to improve student learning outcomes through the implementation of direct learning models that are supported by learning videos. Class action research refers to Kemmis and McTaggart's designs, which are carried out over two cycles. The subjects of the study were students of class X LVE 7 at VHS Dharma Bahari Surabaya. Data were collected using test and observation instruments. Test and observation data were analyzed descriptively based on standardized study completeness criteria. The results of this study found that student learning outcomes consistently increased from the pre-test scores, the value of the first cycle, to the value of the second cycle. Based on the pre-test score data, it is known that there are 16 or 53% of 30 students who reach the complete category. Learning outcomes are then improved in the first cycle, where there are 19 or 63% who reach the complete category. Meanwhile, in cycle II there were 23 or 77% of students who reached the complete category. This increase occurred consistently so that it was concluded that the use of direct learning models supported by learning videos was very effective for the learning of class X LVE 7 students at VHS Dharma Bahari Surabaya.

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Demonstration-based training (DBT) in the design of a video tutorial for software training

Cited by 24 publications

References 77 publications

Advance organizers in videos for software training of Chinese students

Advance organizers in videos for software training of Chinese students

Educational approaches for improving physicians’ use of health information technology

Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education

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