Résumés
Abstract
Media diversity within video lectures has been shown to have an effect on students who participate in both flipped classes as well as online courses. While some research claims that content delivered through multiple sources leads to more learning, contrasting research makes the claim that too much media hinders cognitive processing. The present study investigated the effects of varying levels of instructional media delivered to students (n=110) within a flipped scientific writing course to investigate the relationship between higher levels of media diversity and student performance. Results showed that more diversity led to lower levels of performance. It was also found that higher levels of media diversity correlated with higher levels of students’ scanning between different forms of media, possibly contributing to the lower levels of performance. The implications of these results provide insight into the optimal level of media diversity, and on student behavior that can affect learning.
Keywords:
- flipped learning,
- Korea,
- multimedia,
- scanning,
- summaries,
- video lectures
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Ayres, P., & Sweller, J. (2014). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 206-226). Cambridge University Press. doi: 10.1017/CBO9781139547369.011
- Barker, P. G., & Benest, I. D. (1996). The on-line lecture concept - a comparison of two approaches. IEE Colloquium on Learning at a Distance: Developments in Media Technologies (pp.9/1-9/7). London, UK: IET. doi: 10.1049/ic:19960882
- Brecht, H. D. (2012). Learning from online video lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227-250. doi: 10.28945/1712
- Bruner, J. S. (2009). The process of education. Harvard University Press.
- Caspi, A., Gorsky, P., & Privman, M. (2005). Viewing comprehension: Students’ learning preferences and strategies when studying from video. Instructional Science, 33 (1), 31-47. doi: 10.1007/s11251-004-2576-x
- Chandler, P., & Sweller J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. 10.1207/s1532690xci0804_2
- Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121. doi: 10.1016/j.compedu.2014.08.015
- Cheon, J., & Grant, M.G. (2012). The effects of metaphorical interface on germane cognitive load in web-based instruction. Educational Technology Research and Development, 60(3), 399-420. doi: 10.1007/s11423-012-9236-7
- Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25(2), 315-324. doi: 10.1016/j.chb.2008.12.020
- Costley, J., Hughes, C., & Lange, C. (2017). The effects of instructional design student engagement with video lecture at cyber universities. Journal of Information Technology Education: Research 16, 189-207. doi: 10.28945/3728
- Costley, J., & Lange, C. (2017a). Video lectures in e-learning: effects of viewership and media diversity on learning, satisfaction, engagement, interest, and future behavioral intention. Interactive Technology and Smart Education 14(1), 14-30. doi: 10.1108/ITSE-08-2016-0025
- Costley, J., & Lange, C. (2017b). The effects of lecture diversity on germane load. International Review of Research in Open and Distributed Learning 18(2). doi: 10.19173/irrodl.v18i2.2860
- Day, J. A., Foley, J. D., & Catrambone, R. (2006). Investigating multimedia learning with web lectures (GVU Technical Report; GIT-GVU-06-25). Retrieved from http://hdl.handle.net/1853/13141
- De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105-134. doi: 10.1007/s11251-009-9110-0
- Fanguy, M., Costley, J., & Baldwin, M. (2017). Pinch hitter: The effectiveness of content summaries delivered by a guest lecturer in online course videos. International Review of Research in Open and Distributed Learning, 18(7). doi: 10.19173/irrodl.v18i7.3208
- Horn, M. (2014, March 17). KAIST doesn't wait for change in Korea, Pioneers 'Education 3.0' (Blog post). Forbes. Retrieved from http://www.forbes.com/sites/michaelhorn/2014/03/17/kaist-doesnt-wait-for-change-in-korea-pioneers-education-3-0/#5ae890b01a06
- Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors: The Journal of Human Factors and Ergonomics Society, 40(1), 1-17. doi: 10.1518/001872098779480587
- Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371. doi: 10.1002/(sici)1099-0720(199908)13:4%3C351::aid-acp589%3E3.0.co;2-6
- Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. In Proceedings of the First ACM Conference on Learning@ Scale Conference. (pp. 31-40). New York, NY: ACM. doi: 10.1145/2556325.2566237
- Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520. doi: 10.1016/j.compedu.2011.02.005
- Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor’s face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724-739. doi: 10.1037/edu0000013
- Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: Effects on information retention, visual attention, and affect. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2095-2102). ACM. doi: 10.1145/2556288.2557207
- Kolfschoten, G., Lukosch, S., Verbraeck, A., Valentin, E., & de Vreede, G. J. (2010). Cognitive learning efficiency through the use of design patterns in teaching. Computers & Education, 54(3), 652-660. doi: 10.1016/j.compedu.2009.09.028
- Korea Advanced Institute of Science and Technology. (2014a). Center for excellence in teaching and learning. Retrieved from http://www.kaist.edu/html/en/edu/edu_030405.html
- Korea Advanced Institute of Science and Technology. (2014b). Student handbook. Retrieved from http://www.kaist.edu/html/en/campus/campus_0508.html
- Leppink, J., Paas, F., Van der Vleuten, C. P., Van Gog, T., & Van Merriënboer, J. J. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058-1072. doi: 10.3758/s13428-013-0334-1
- Li, J., Kizilcec, R., Bailenson, J., & Ju, W. (2016). Social robots and virtual agents as lecturers for video instruction. Computers in Human Behavior, 55, 1222-1230. doi: 10.1016/j.chb.2015.04.005
- Lowe, R. K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14(2), 225-244. doi: 10.1007/bf03172967
- Luzón, J. M., & Letón, E. (2015). Use of animated text to improve the learning of basic mathematics. Computers & Education, 88, 119-128. doi: https://doi.org/10.1016/j.compedu.2015.04.016
- Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Retrieved from http://steinhardtapps.es.its.nyu.edu/create/courses/2015/reading/Betrancourt.pdf
- Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43-71). Cambridge: Cambridge University Press. doi: 10.1017/cbo9781139547369.005
- Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320. doi: 10.1037//0022-0663.90.2.312
- Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. doi: 10.1207/s15326985ep3801_6
- Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255-287. doi: https://doi.org/10.1037/h0084295
- Pi, Z., Hong, J., & Yang, J. (2017). Does instructor's image size in video lectures affect learning outcomes? Journal of Computer Assisted Learning, 33(4), 347-354. doi: https://doi.org/10.1111/jcal.12183
- Rasch, T., & Schnotz, W. (2009). Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency. Learning and Instruction, 19(5), 411-422. doi: 10.1016/j.learninstruc.2009.02.008
- Salomon, G. (1994). Interaction of media, cognition, and learning: An exploration of how symbolic forms cultivate mental skills and affect knowledge acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. doi: 10.4324/9780203052945
- Schmeck, A., Opfermann, M., van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: Differences between immediate and delayed ratings. Instructional Science, 43(1), 93-114. doi: 10.1007/s11251-014-9328-3
- Schmidt-Weigand, F., & Scheiter, K. (2011). The role of spatial descriptions in learning from multimedia. Computers in Human Behavior, 27(1), 22-28. doi: 10.1016/j.chb.2010.05.007
- Schnotz, W., & Rasch, T. (2005). Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning. Educational Technology Research and Development, 53(3), 47-58. doi: 10.1007/bf02504797
- Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction, 14(3), 293-305. doi: 10.1016/j.learninstruc.2004.06.005
- Sims, V. K., & Hegarty, M. (1997). Mental animation in the visuospatial sketchpad: Evidence from dual-task studies. Memory & Cognition, 25(3), 321-332. doi: 10.3758/bf03211288
- Sorden, S. D. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science: The International Journal of an Emerging Transdiscipline, 8, 263-280. doi: 10.28945/498
- Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press.
- Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). Cambridge: Cambridge University Press. doi: 10.1017/cbo9780511816819.003
- Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233. doi: 10.1207/s1532690xci1203_1
- Sweller, J., Van Merriënboer, J. J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. doi: https://doi.org/10.1023/A:1022193728205
- van Gog, T., Ericsson, K. A., Rikers, R. M., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73-81. doi: 10.1007/BF02504799
- van Merriënboer, J. J. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.
- Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F., Jr. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79. doi: 10.1145/986213.986216
- Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F., Jr. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. doi: 10.1016/j.im.2005.01.004