Video Based Learning Embedded with Cognitive Load Theory: Visual, Auditory, and Kinaesthetic Learners' Perspectives

Noor, Norah Md; Aini, M; Hamizan, Nurul Izzati

doi:10.1109/latice.2014.19

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…In summary, gamification in online learning is worth practicing in actual classrooms, and teachers should arrange online gamified learning tasks or classroom sessions that match the learners' needs and learning habits and think about how to design efficient online gamified classrooms from the perspectives of perceived usefulness and perceived enjoyment, respectively, with a full understanding of the learners' characteristics [68].…”

Section: Educational Recommendationmentioning

confidence: 99%

Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model

Yan

Zhang

et al. 2022

Applied Sciences

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With the popularity of online education, multiple technology-based educational tools are gradually being introduced into online learning. The role of gamification in online education has been of interest to researchers. Based on learners’ visual, auditory, and kinesthetic (VAK) learning styles, this study uses an empirical research method to investigate the behavioral intention of students to participate in online gamified classrooms in selected universities located in Guangdong province and Macao. The main contributions of this study are to focus on the impact that differences in learning styles may have on the behavioral intentions of learners and to include the “perceived learning task” as an external variable in the theoretical framework. The main research findings are: perceived usefulness and enjoyment are partially mediated between VAK learning styles and the intention to participate in online gamified classrooms; and perceived learning tasks are partially mediated between perceived usefulness and the intention to participate in online gamified classrooms. According to the findings and the Technology Acceptance Model (TAM), this study constructs the Technology-Learning Behavior Acceptance Model (T-LBAM) to explore the intrinsic influencing factors of students’ intention to participate in gamified online classes and makes suggestions for future online gamification teaching.

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Section: Educational Recommendationmentioning

confidence: 99%

Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model

Yan

Zhang

et al. 2022

Applied Sciences

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show abstract

“…There are two types of visual learners. The first type is visual-linguistic who likes to get information by reading words, and the second type is visual-spatial, who usually learn by looking at pictures or videos [6]. The typical visual learner likes to read the information in the textbook or on the blackboard rather than just listen to the teacher.…”

Section: Introductionmentioning

confidence: 99%

“…Auditory learners are those who have auditory predominance in the process of learning. Auditory learners learn by listening to what others say and are sensitive to the sounds, pitch, and volume around them [6]. When teaching auditory learners, they should be asked to listen to the teacher carefully in class, participate in group discussions and listen to lectures more.…”

Section: Introductionmentioning

confidence: 99%

“…Kinesthetic learners learn by doing something practical and hands-on. The two main modes of their learning channels are touch and movement [6]. Therefore, teachers can carry out a series of learning activities for kinesthetic learners, such as asking them to participate in group discussions, doing experiments, making classroom presentations based on their research results, taking notes, and circling key points on the books.…”

Section: Introductionmentioning

confidence: 99%

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An Analysis of the Effectiveness of the Current English Teaching Methods Based on the VAK Theory

Zhang¹

2023

EHSS

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The effectiveness of English education in Chinese secondary schools is a very important subject, but it has not been fully recognized. In this paper, the VAK theory is adopted and the teaching method of Chinese middle schools can be effectively helped from three aspects: listening, speaking, and writing. This article focuses on a number of studies that demonstrate the positive effects of vak theory on improving students' English learning ability. Students' writing ability can be improved through VAK theory, and their writing scores improved through the implementation of the VAK theory. The VAK theory can also improve students' English listening ability, and kinesthetic models can improve students' story listening ability. The vak theory can also help students improve their oral English effectively. This article puts forward some suggestions to improve listening, speaking, and writing abilities. Students can improve their writing ability by accumulating vocabulary, sorting out and mastering English grammar, and exercising their ability to expand their thinking. Downloading listening materials, listening to English news, and watching English TV series in spare time can improve English listening level. Students can improve their spoken English by imitation. Students should be bold in using English. Students can also record themselves speaking English and listen to the tape to find out the questions.

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Video Tutorials in the Traditional Classroom: The Effects on Different Types of Cognitive Load

Fan,

Bower,

Siemon

2024

Tech Know Learn

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Are video tutorials better teachers? This pilot study examined the effects of video tutorials on different types of cognitive load. Participating students (N = 45) attended two classrooms: a video tutorial-based classroom, and a traditional instruction-based classroom. The cognitive load scales indicated differences in cognitive load between the video classroom and the traditional classroom. Video tutorials decreased students’ intrinsic load (t = -4.507, p < .001, d = − 0.672) and increased germane load (t = 4.749, p < .001, d = 0.708) but did not affect extraneous load (t = -1.688, p = .098, d = − 0.252). The results also indicated additivity for different types of cognitive load in the two classrooms. In general, our results demonstrate that video tutorials are a promising form of instructional material, especially to facilitate more effective and deeper learning.

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Video Based Learning Embedded with Cognitive Load Theory: Visual, Auditory, and Kinaesthetic Learners' Perspectives

Cited by 6 publications

References 9 publications

Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model

Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model

An Analysis of the Effectiveness of the Current English Teaching Methods Based on the VAK Theory

Video Tutorials in the Traditional Classroom: The Effects on Different Types of Cognitive Load

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