It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task.

Abstract

The present study tests whether presenting video modeling examples from the learner’s (first-person) perspective promotes learning of an assembly task, compared to presenting video examples from a third-person perspective. Across 2 experiments conducted in different labs, university students viewed a video showing how to assemble an 8-component circuit on a circuit board. Students who viewed the assembly video recorded from a first-person perspective performed significantly better than those who viewed the video from a third-person perspective on accuracy in assembling the circuit in both experiments and on time to assemble the circuit in Experiment 1, but not in Experiment 2. Concerning boundary conditions, the perspective effect was stronger for more complex tasks (Experiment 1), but was not moderated by imitating the actions during learning (Experiment 1) or explaining how to build the circuit during the test (Experiment 2). This work suggests a perspective principle for instructional video in which students learn better when video reflects a first-person perspective. An explanation based on embodied theories of learning and instruction is provided.

Lernen durch Videos – Empirische Befunde zur Gestaltung von Erklärvideos

“…Prinzipiell wird davon ausgegangen, dass beim Nachmachen einer Handlung ein geringerer Cognitive Load auftritt, wenn das Video aus der Sicht der vormachenden Person gefilmt wurde und die Lernenden keinen Perspektivenwechsel vornehmen müssen, da die Handgriffe bereits aus jener Perspektive dargeboten werden, die sie selbst bei der Ausführung einnehmen. Die Befunde von Fiorella et al (2017) bestätigen dies. Hier erzielen Studierende, die den Aufbau eines Schaltkreises aus der Sicht des Erklärenden erlernen bessere Lernergebnisse.…”

Effective Educational Videos in Emergency Medicine

“…With this in mind, an educator can design experiences that maximize learning by carefully considering and monitoring each type of cognitive load and by avoiding overload. Mayer and colleagues used their study of cognitive load to develop their Cognitive Theory of Multimedia Learning . Select principles and techniques are presented in Table .…”

“…POV may be accomplished in the emergency department or simulation center using wide‐angle sports cameras such as a GoPro or the less wide Pivothead camera. One advantage of this style of video for technical skills is that it does not demand additional cognitive load to transpose action to the performer's perspective . Third‐person perspective occurs when a cameraman captures interaction between characters.…”

The use of Virtual Reality for understanding situations: A fixed effects design

“…Realistic social scenarios or videotaped immersive environments may fulfill this purpose. This is also known as first-person modeling in educational fields, and it has been used for studying learning (Fiorella et al, 2017), experimental interventions with pain (Vandenbroucke et al, 2015), or remedial education (Mason et al, 2013). The use of videos has been fruitful and is not rare in social psychology and neuroscience (e.g., as triggers of aggression: Lawrence & Hodgkins, 2009;Fehr, Achtziger, Roth, & Strüber, 2014).…”