Video analysis of contextual layers in teaching-learning interactions

Chang

et al. 2022

Multimed Tools Appl

With the advancement of technology and the spread of the COVID19 epidemic, learning can no longer only be done through face-to-face teaching. Numerous digital learning materials have appeared in large numbers, changing people’s learning mode. In the era of information explosion, how to capture the learners’ attention to teaching videos and improve learning effectiveness is the common goal of every designer of e-leaning teaching content. Previous researches focused on the analysis of learning effectiveness and satisfaction. Instructional designers only provided design elements with high learning effectiveness or high satisfaction, and lacked in-depth analysis of the learners’ perspectives. The opinions of these e-learning users are often the key to the success of online teaching videos. Therefore, this study aims at the design elements that will be used in the teaching film. The operation mode of the piano mechanism will be employed as the content of the teaching film. Based on eight elements including arrow cueing, dynamic arrow cueing, spreading-color cueing, contrary to cueing, font style, color application, anthropomorphic, and audiovisual complementarity, we use Refined Kano Model to analyze learners’ needs of categorization of each element, and discover learners’ expectations for teaching videos. In addition, this study also conducts in-depth data analysis through decision trees algorithm, and stratification analyses using different variables (such as design expertise, using frequency, and usage experience, etc.) to find out the key design factors that affect learners’ learning. Depending on the learner’s background, the use of e-learning experience, using frequency, and the length of the learning video, our results could provide for reference when designing teaching videos. Instructional designers can better understand how to effectively use design elements, so that the teaching videos can achieve the best learning effect.

Section: Design Elements In Teaching Videosmentioning

confidence: 99%

Using refined kano model and decision trees to discover learners’ needs for teaching videos

Chang

et al. 2022

Multimed Tools Appl

“…Research on the development of multimodal learning belongs to the category of the instructional field. Several studies on the development and use of digital multimedia platforms have been carried out, including the use of video [5], games [6], animation [7], virtual reality [8], augmented reality [9], and comics [10]. One media favored by teenagers aged 15-19 years is comics [11].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Digital Learning of Historical Comics on Students‘ Critical Thinking Skills

Setyowati¹,

Rochmat²,

Aman³

2023

IJIET

Comics provide a visual, inventive, and sequential reading experience for students learning on their own. Both comics and history present narratives in chronological order. Students pay less attention to reading historical literature, requiring them to put more emphasis on their thinking skills. The author intends to determine how historical comic learning affects students’ critical thinking skills. This quasi-experimental mixed-method design included pre- and post-tests and interview group. A total of 184 students were divided evenly between two groups, each consisting of N=92 members: a control group and an experimental group. While members of the control group were taught to read textbooks through online instruction, members of the experimental group read historical comics learning media. The N-Gain test showed the treatment group’s critical thinking skills was 61.8% (Moderate) and the control group’s was 38.2% (Low). The ANOVA findings demonstrated a statistically significant relationship between historical comics learning media and critical thinking skills (F = 49.749; p = 0.000). The results indicate that using historical comics makes reading material more enjoyable, adds intrigue to stories, and improves students’ attention. In order to maximize critical thinking students’ skills, it is important to pay greater attention to the provision of engaging, interactive, and appropriate learning media.

“…This involvement allows students to synchronize the knowledge gained with real-life contexts. The result is that the learning received can be more meaningful, varied, and comprehensive (Sailer et al, 2021;Skukauskaitė & Girdzijauskienė, 2021). Furthermore, contextual learning fosters semantic, thematic, and pragmatic links between the target item and other frequently occurring words in context.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality on Contextual Learning during Covid-19 to Improve Students' Learning Outcomes and Participation

Setyowati¹,

Rochmat²,

Aman³

et al. 2023

INT J INSTRUCTION

This study aims to produce and assess the feasibility of historical virtual reality video products developed to create contextual learning and implement developmental instructional media in online learning to improve student outcomes and participation during the pandemic. This research is a research and development (R&D) with a non-equivalent control group quasi-experimental technique to obtain data. The respondents of this study were 88 students of grade X senior high school in Yogyakarta, Indonesia. The results of product development were validated by historical material experts, teachers, and learning media experts to assess the quality and feasibility of the media. Analysis of quantitative data showed a significant effect on improving learning outcomes in the experimental class compared to the control group (sig < .05). Virtual reality instructional media users in the experimental class showed a good increase in participation. Based on the results of this study, VR has proven to be feasible and effective as a contextual learning instructional media because it can present conditions such as real situations and provide experiences for students to be able to improve learning outcomes and learn participation without having to come to a place.