Effect of animated and interactive video variations on learners' motivation in distance Education

Abstract

One of the objectives of this research is to develop and validate the Instructional Material Motivation Scale for Single-Use (IMMS-SU) instrument in the Turkish context. The IMMS-SU was developed and validated in a two-phased process on a sample of 1654 students. The Exploratory Factor Analysis revealed that IMMS-SU included 14 items (χ2 = 332.59; sd = 74; p < 0.001), the fitness indices were found to be RMSEA = .077; SRMR = .040; AGFI = .88; NFI = .95; CFI = .96; and GFI = .92. The Cronbach's Alpha coefficients regarding the whole scale was calculated as α = 0.95. Thereafter, in the second study, the animated and interactive video materials used in distance education were scrutinized in the context of openness to different materials, time spent viewing, motivation, and cognitive load. A total of 933 students participated who had a distance education experience. In order to collect data, the extraneous cognitive load instrument (Kalyuga et al.,

effectiveness of animated videos to improve science process skills and creativity in science learning during COVID-19 pandemic

“…The results of Dzebeq & Gunawan's (2020), also strengthen the position of this research because it has similarities regarding the use of animated videos in learning. The results of Barut Tugtekin & Dursun's (2022), also strengthen the position of this research concerning testing the effectiveness of using animated videos in learning. Likewise, research by Maredia et al (2018), and research by Ariska et al (2022), reinforce this research position by demonstrating the use of animated videos in the learning process.…”

The use of video-based interventions to teach activity of daily living to children with autism spectrum disorder–scoping review

“…Other than that, based on the study, animation in video modelling enables educators to create dynamic scenarios that replicate real-life situations while keeping the child's interest intact [34], [42]. Animated videos have proven effective in enhancing communication, social interaction, and generalisation of learned skills across different environments for children with ASD.…”

Technology-Enhanced Learning in Health Sciences: Improving the Motivation and Performance of Medical Students with Immersive Reality

“…While originally formulated for face-to-face teaching, the ARCS model and its accompanying instrument have found utility in various instructional contexts involving technology-mediated training, such as virtual teaching with video, podcasts, MOOCs, computer-assisted teaching, distance learning, interactive video, computer animations, and simulations [45][46][47][48][49][50][51]. Recently, it has been increasingly employed in training actions involving immersive reality (IR) [3,[52][53][54][55].…”