The Influence of Video Format on Engagement and Performance in Online Learning

Lackmann, Sergej; Léger, Pierre-Majorique; Charland, Patrick; Aubé, Caroline; Talbot, Jean

doi:10.3390/brainsci11020128

Cited by 40 publications

(33 citation statements)

References 41 publications

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“…The present research is a great step in the design and study of videos at the university level of Financial Mathematics. This research is motivated by the call for more extensive research into the effectiveness of video tutorials [33], [35], or [39]. To the best of our knowledge, previous studies that analyze the effectiveness of videos employing PLS-SEM methodology are scarce.…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, visual (such as an image on the screen) and verbal (the professor's voice) stimuli are addressed separately in two channels. It has been empirically proved that video and audio input simultaneously increase the student's engagement and therefore lead to better performance [39][40][41].…”

Section: Impact Of Video Tutorials On the Effectivenessmentioning

confidence: 99%

“…Several authors [40,42] have highlighted that the instructor's presence does not necessarily bring about better engagement, satisfaction, or perceived learning in the students. Moreover, other authors [39,43] state that there is no optimal format for video tutorials.…”

Section: Impact Of Video Tutorials On the Effectivenessmentioning

confidence: 99%

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Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

et al. 2021

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The COVID-19 pandemic has affected all walks of life, including education. Universities have been forced to teach in a blended or online environment, which has led professors to adapt their traditional teaching–learning methodologies. The professors of Mathematics of Financial Operations at the University of Almeria (Spain) have created video tutorials so that students can autonomously prepare the theoretical part of the subject, leaving the face-to-face classes for practical exercises. This article aims to analyze the effectiveness of video tutorials and the autonomy finally achieved by students in their learning. For this purpose, a questionnaire was carried out in which, through 21 questions, the constructs Autonomy, Effectiveness, Depth, Format, Challenge, and Use were assessed. Based on these six latent variables, the proposed model using the Partial Least Squares Structural Equation Modeling (PLS-SEM) methodology revealed that students considered the Format and Depth of the video tutorials crucial for genuinely effective performance learning and promoting their autonomy. On the other hand, the variables Challenge and Use were poorly rated. This article presents an original valuation model, which has the virtue of achieving a prediction of 78.6% and, in addition, has high predictive power.

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Section: Discussionmentioning

confidence: 99%

Section: Impact Of Video Tutorials On the Effectivenessmentioning

confidence: 99%

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Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

et al. 2021

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“…Thus, we mobilise the theory of learning engagement proposed by Fredricks et al [22]. According to this theory, learning engagement is a multidimensional construct that covers three dimensions: behavioural engagement, cognitive engagement and emotional engagement [23]. Behavioural engagement is defined as the positive conduct, involvement and participation manifested by a learner in an educational situation.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience

Vignaux

Léger

Charland

et al. 2021

MTI

Self Cite

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This paper aims to explore the impact of a collective immersion on learners’ engagement and performance. Building on Bandura’s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions that offered a high immersion setting used two types of the novel immersive dome: a large one for collective immersion and a small one for individual use. All participants were presented with the same stimuli, an 8-min-long video of a virtual neighbourhood visit in Paris in the 18th century. The participants’ reactions were measured during and after the task. The learning outcome, as well as the cognitive, emotional and behavioural engagement, were measured. Final results showed that collective immersion learning outcomes are not significantly different, but we find that collective immersion impacts the cognitive, emotional and behavioural engagement of learners.

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“…Furthermore, students can gain more experience through the practice of creating videos on their own. According to Lackmann et al (2021), video's format with lecture capture causes greater emotional involvement for a shorter period of time, while the higher the student participation, the better the student results, though the relationship is quadratic in the case of cognitive engagement (inverted U shaped). Instructional video formats can be made in the form of tutorials, interactive or drama (Erlangga et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

English Instructional Video Design for Islamic Junior High School

Erlangga

Shamsudin

2021

INFSL3

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The purpose of this study is to investigate the perceptions of teachers andstudents in Islamic Junior High School about duration, their involvement inthe video (cast), format and post-video watch activities of English supplementary videos to ensure the videos that will be made are effective. Using a descriptive quantitative method, this study reveals that video is a fun learning tool to study English, so that the students don’t mind if the video duration is more than 15 minutes. About the cast, the students inclined to be involved in producing the video. About the format, the majority chooses the drama method with Bahasa subtitled. About the post-video watch activities, they prefer to do a writing rather than a speaking activity. During the video playing, they didn’t taking a note or observing the whole plot yet, so that they wish the video can be replayed outside the class,just like on television or youtube

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The Influence of Video Format on Engagement and Performance in Online Learning

Cited by 40 publications

References 41 publications

Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience

English Instructional Video Design for Islamic Junior High School

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