Effects of Segmenting, Signalling, and Weeding on Learning from Educational Video

Autor/inn/en	Ibrahim, Mohamed; Antonenko, Pavlo D.; Greenwood, Carmen M.; Wheeler, Denna
Titel	Effects of Segmenting, Signalling, and Weeding on Learning from Educational Video
Quelle	In: Learning, Media and Technology, 37 (2012) 3, S.220-235 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2011.585993
Schlagwörter	Entomology; Novices; Epistemology; Cognitive Processes; Difficulty Level; Learning Theories; Transfer of Training; Introductory Courses; Audiovisual Aids; Video Technology; Multimedia Instruction; Instructional Films; Instructional Design; Educational Technology; Computer Assisted Instruction; Undergraduate Students; College Instruction; Instructional Effectiveness; Quasiexperimental Design; Comparative Analysis; Predictor Variables; Statistical Analysis; Pretests Posttests + Suchen Sie Ihr Suchwort? Entomologie; Erkenntnistheorie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Learning theory; Lerntheorie; Training; Transfer; Ausbildung; Einführungskurs; Audiovisuelles Medium; Multimediales Lernen; Lehrfilm; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Unterrichtserfolg; Prädiktor; Statistische Analyse
Abstract	Informed by the cognitive theory of multimedia learning, this study examined the effects of three multimedia design principles on undergraduate students' learning outcomes and perceived learning difficulty in the context of learning entomology from an educational video. These principles included segmenting the video into smaller units, signalling to direct students' attention to relevant information, and weeding to remove any non-essential content (SSW). It was hypothesized that the SSW treatment would decrease perceived learning difficulty and facilitate the transfer of knowledge and the structural knowledge acquisition. Results of the study demonstrate that participants in the SSW group outperformed the non-SSW group on the tests of knowledge transfer and structural knowledge acquisition and reported lower levels of learning difficulty. These findings support the use of SSW to help novice learners organize and integrate knowledge from complex, dynamic audio-visual media like video. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10