Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance

Chen, Chin‐Ming; Wu, Chung‐Hsin

doi:10.1016/j.compedu.2014.08.015

Cited by 416 publications

(257 citation statements)

References 40 publications

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“…This result agrees with the result of the study done by Primavera and Suwarna, who state that the instruction that uses audio-visual (video) media has a supporting capacity for the learning process and is categorized into a good category [2]. The result of this study is in line with the result of the study entitled "Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance," where the effect of video teaching media results in a significant increase in attentionm emotion, and learning achievement of the students [9].The result is also consistent with the result of the study entitled "Learning process and learning outcomes of video podcasts including the instructor and PPT slides, The result revealed that the participants using the video podcast with both the instructor and PPT slides gained the best learning outcomes [10]. Another researh that is related to the instructor's image size in lecture video effect on learning outcomes showed that the students felt the same social presence and cognitive load as in the lecture video with different instructor's size [11].…”

Section: Resultssupporting

confidence: 77%

The Effect of the Instructional Media Based on Lecture Video and Slide Synchronization System on Statistics Learning Achievement

Sindu

Paramartha

2018

SHS Web Conf.

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Abstract. The purpose of this study was to determine the effect of the use of the instructional media based on lecture video and slide synchronization system on Statistics learning achievement of the students of PTI department . The benefit of this research is to help lecturers in the instructional process i to improve student's learning achievements that lead to better students' learning outcomes. Students can use instructional media which is created from the lecture video and slide synchronization system to support more interactive self-learning activities. Students can conduct learning activities more efficiently and conductively because synchronized lecture video and slide can assist students in the learning process. The population of this research was all students of semester VI (six) majoring in Informatics Engineering Education. The sample of the research was the students of class VI B and VI D of the academic year 2016/2017. The type of research used in this study was quasi-experiment. The research design used was post test only with non equivalent control group design. The result of this research concluded that there was a significant influence in the application of learning media based on lectures video and slide synchronization system on statistics learning result on PTI department.Keywords: video and slide synchronization system, lecture slide and video, statistic learning achievement.

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Section: Resultssupporting

confidence: 77%

The Effect of the Instructional Media Based on Lecture Video and Slide Synchronization System on Statistics Learning Achievement

Sindu

Paramartha

2018

SHS Web Conf.

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“…Terras and Ramsay (2015) emphasize the importance of considering the diverse psychosocial and cognitive profiles of learners during the design, development, and delivery of MOOCs. Moreover, different types of video lectures have dissimilar effects on the sustained attention and cognitive load of verbalizers and visualizers (Chen & Wu, 2015).…”

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

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Aim/PurposeAs online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. BackgroundInteractivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. ContributionThe paper provides important insights, based on quantitative empirical research, on the following: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Evaluating the Impact of Interactivity in Online Video Lectures 216 FindingsThe findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. The impact is significantly stronger for the more advanced course. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for PractitionersAdding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for ResearchersLearning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future ResearchDiscovering further best practices to improve the effectiveness of online video lectures for diverse learners.

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“…These video lectures are considered as a picture-in-picture learning video type that displays an instructor's image, instructor's voice, lecture slides and multiple multimedia elements. This technique combines a close-up of the instructor, which is overplayed to the slides and/or animations and has a high degree of media richness that ultimately can improve learning performance (Chen & Wu, 2015).…”

Section: Course and Participantsmentioning

confidence: 99%

The Flipped-Classroom Approach: The Answer to Future Learning?

Kurtz¹,

Tsimerman²,

Steiner-Lavi³

2014

European Journal of Open, Distance and E-Learning

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The study examines students' assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.Keywords: Flipped-classroom approach, Higher education, Improving classroom learning, Educational videos IntroductionThe flipped-classroom model is a pedagogical approach that has become something of a buzzword in the last recent years. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse on the basis of what students learned from the videos. The origin of the flippedclassroom approach is attributed to a number of researchers and teachers. For example, the researcher Baker wrote about Classroom Flipping in a paper from 2000 described the evolution of the classroom teacher from "the sage on the stage" to "the guide on the side" (Baker, 2000). Also, the science teachers Bergmann and Sams started employing the flipped classroom model in (Noonoo, 2012. Later, Salman Khan, who in March 2011, on Ted Talk, introduced his initiative for the development of short videos in mathematics. The idea was that students should watch the videos before class, freeing the teacher to focus classroom time on discussion, exercises, and helping those who have difficulty. At the present writing (August 2014), more than 2,600 clips have been produced on a range of topics in mathematics, biology, and physics, to name only a few (https://www.khanacademy.org). Allowing students to watch videos before class, at the time of their choosing, as often as they wish, and stopping wherever they feel necessary, is revolutionary-a "flipping" of the traditional model of classroom learning. In this new paradigm, the "lecture" is studied online and away from class and the "homework" is done in class itself. Studying course content before a lesson in class is not a novel idea in education. ...

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Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance

Cited by 416 publications

References 40 publications

The Effect of the Instructional Media Based on Lecture Video and Slide Synchronization System on Statistics Learning Achievement

The Effect of the Instructional Media Based on Lecture Video and Slide Synchronization System on Statistics Learning Achievement

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

The Flipped-Classroom Approach: The Answer to Future Learning?

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