Effect of Interactive Video Length Within E-Learning Environments on Cognitive Load, Cognitive Achievement and Retention of Learning

Afify, Mohammed Kamal

doi:10.17718/tojde.803360

Cited by 57 publications

(39 citation statements)

References 40 publications

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“…Harrison (2015) reports that students demanded instructional videos be shorter than 20 minutes. This finding also coincides resources" is recommended with the purpose of alleviating cognitive burden on the part of students (Afify, 2020). This lack of quality is also related to the length and workload associated with producing them.…”

Section: Discussionsupporting

confidence: 71%

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An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Birgili

Demir

2022

Computers & Education

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This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for preclass preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

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Section: Discussionsupporting

confidence: 71%

“…Slemmons et al's (2018) finding. Additionally,Lo and Hew (2017) propose 6-minute instructional videos in flipped learning Afify (2020). concludes that short videos (<6 minutes) are effective in terms of increasing student achievement and retention and in reducing cognitive load.…”

mentioning

confidence: 99%

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Birgili

Demir

2022

Computers & Education

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“…Although our qualitative survey did not present comments on this topic, students' assessment could have been influenced by this aspect. Indeed, research has shown that students who watch short videos perform better in terms of cognitive achievement [45]. In this sense, another study found that students prefer watching video content of 5-6 min [46].…”

Section: First Decisionmentioning

confidence: 98%

Students’ Perceptions of Gained and Lost Value: A Case Study of a Summer School That Had to Suddenly Move Online

Stranger¹,

Varas²,

Mobuchon³

2022

Education Sciences

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The COVID-19 lockdown induced a sudden migration of traditionally presential learning activities to online domains, as was the case of inter-institutional summer schools. This research corresponds to a case study in which our organization had to reformulate, in less than three months, one of its traditional summer schools while trying to keep the original goals. Through qualitative and quantitative surveys, we aimed at identifying the impact of our reformulation through students’ perception of gained or lost value regarding four topics: (a) online teaching, (b) pre-recorded business cases, (c) online social events, and (d) technical solutions. By analyzing these four topics with emphasis on participants’ knowledge and learning experience, we identified some “tensions” leading to loss of value (i.e., belonging, performing, and organizing). These tensions suggest that future reformulations should be conducted considering students’ backgrounds and motivations.

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“…Our literature review revealed that most studies have only examined the effects of incorporating either a single segmentation theory or a single self-explanation theory into an instructional video on learning performance. There is a lack of studies that have examined how design theories using video segmentations affect cognitive load (Afify, 2020). Cognitive load is considered as one of priorities when designing and producing instructional videos as cognitive load is related to students' capacity of processing video information (Sweller et al, 2011).…”

Section: Problems With Instructional Videosmentioning

confidence: 99%

Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos

et al. 2022

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This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students' self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students' dispositions toward segmentation and selfexplanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.

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Effect of Interactive Video Length Within E-Learning Environments on Cognitive Load, Cognitive Achievement and Retention of Learning

Cited by 57 publications

References 40 publications

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Students’ Perceptions of Gained and Lost Value: A Case Study of a Summer School That Had to Suddenly Move Online

Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos

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