Pushing the button: Why do learners pause online videos?

With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics of the selected videos. We aim to understand the potential motives for why participants pause educational videos while watching such videos online. Our analyses revealed that perceived difficulties in comprehension and meaningful structural breakpoints in the videos were associated with increased pausing behavior. In contrast, pausing behavior was not associated with the videos’ formal structural features highlighted in the video platform. Implications of these findings and the potentials of our methodological approach for theory and practice are discussed. © 2021 The Author

Video Attributes in Teaching and Learning: A Systematic Review

This study was conducted to establish guidelines for video attributes for electrical subjects. Based on previous research, researchers have found several elements that must be present in the process of preparing video attributes. Data analysis conducted by the researchers found a total of 12 related papers from 32 sources of search. The results of the observations carried out by the researchers found that the elements that need to be in the preparation of the video are text, animation, movement, segmentation, and some related ones, as stated in the finding section

Student Perceptions and Engagement in Video-based Learning for Microbiology Education

Online learning increases the physical distance between instructors and students and depending on the mode of delivery, it can be challenging to close this gap. To ameliorate this potential for student isolation, instructors need to communicate to students in a variety of ways, blending original online resources with synchronous interactive learning activities. During 2020, 34 lecture videos were created for a large undergraduate microbiology and immunology course offered at The University of Queensland. The teaching team applied a subset of Mayer’s multimedia learning design principles – embodiment, mixed perspectives, segmenting, signalling – to create videos featuring instructor presence, multiple presentation styles, and dynamic pacing. When compared to voice-over presentations created by automated lecture capture software, the outcomes of this design process increased student engagement in video-based learning across the 2020 and 2021 course offerings. Analysis of student perception data collected by online questionnaires and interviews revealed broad agreement with the design principles used for video-based learning. However, their value of on-screen instructor visibility, graphics, and text was variable as a result of individual preferences. Together these findings present a case study in which instructional videos were developed iteratively through the selective application of multimedia design principles and strategic adaptation of existing learning resources

The medical pause in simulation training

The medical pause, stopping current performance for a short time for additional cognitive activities, can potentially advance patient safety and learning in medicine. Yet, to date, we do not have a theoretical understanding of why pausing skills should be taught as a professional skill, nor empirical evidence of how pausing affects performance and learning. To address this gap, this thesis investigates the effects of pausing in medical training theoretically and empirically. For the empirical investigation, a computer-based simulation was used for the task environment, and eye-tracking and log data to assess performance

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

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, signaling to direct students' attention to relevant information, and weeding to remove any nonessential content (SSW). It was hypothesized that the SSW treatment would decrease perceived learning difficulty and facilitates transfer of knowledge and structural knowledge acquisition. This study used a quasi-experimental, between-subjects design to measure the effect of segmentation, signaling and weeding (independent variable) on four dependent variables: (1) perceived learning difficulty, (2) knowledge retention, (3) transfer of knowledge, and (4) structural knowledge acquisition. Prior knowledge and metacognitive awareness were included in the model as covariates. The instructiSchool of Teaching and Curriculum Leadershi

The Effectiveness of Instructional Video in the Acquisition of Cognitive, Affective and Psychomotor Skills in Practical Sports Therapy Rehabilitation.

The use of instructional multimedia, particularly video, within education is steadily increasing although the evidence-base regarding its usage typically only indicates that it is equivalent to or as effective as live demonstration or traditional teaching methods. The current study undertook a longitudinal quasi-experimental crossover study, over three consecutive academic years to evaluate the efficacy of instructional video to teach cognitive, affective and psychomotor skills to level 5 undergraduate sports therapy students. Through the use of a crossover design students undertook both the video and control conditions, they were assessed formatively on a weekly basis to provide a consistent measure of performance throughout the eighteen weeks of data collection within each year. The instructional videos used within the study were based upon (as far as possible) the multimedia principles proposed by Mayer to reduce extraneous cognitive load and maximise essential intrinsic and germane cognitive load. The results from the study were analysed with the use of effect size statistics and interpreted though the use of magnitude based inferences, an emerging alternative to the traditional use of null hypothesis testing. The findings of the study indicate that the use of the instructional videos was beneficial to the vast majority of the students, which builds upon the current evidence-base as it demonstrates that they can be used to enhance academic practice rather than be used as an equivalent resource

A Developmental Study of ASR-Enhanced E-Book Software to Improve on-Task Interaction for First Grade Users

This developmental research study explores the effects of audio-visual feedback and user input mechanisms on user behaviors and satisfaction, through development of a first-grade reading program for the computer. Specific design elements investigated include human vs. synthesized audio feedback, segmented vs. whole-word pronunciation, format of supporting graphic (image vs. animation), use of automatic speech recognition (ASR) to encourage or enforce oral reading of an e-book, and effect of tutorial with mouse-click word identification or ASR-controlled word synthesis games. The study examines a variety of quantitative and qualitative measures including use logs, recorded screen-capture videos of use sessions, one-on-one interviews, and satisfaction surveys. The results of testing for each design element are analyzed and most appropriate design choice is implemented for subsequent design phases in an iterative manner. Design guidelines are given confirm the existing literature\u27s findings of user preference for human speech over computer-synthesized speech (TTS) and that supporting graphics can increase user satisfaction of e-books, but also have the potential for distraction and reduction of active reading tasks. ASR was found to be ineffective as an input mechanism due to user error and low success rate in this study, but was found to be better-suited as a tool for smaller discrete tasks such as word synthesis practice and games, and may be effective for practice or support when offered as an optional tool to be used voluntarily by users. (Keywords: literacy, reading, e-books, CAI, educational technology, elementary education, animation, synthesized speech, TTS, ASR, developmental research

Worked Examples in Video Lessons to Reduce Cognitive Load

Informed parent advocates are essential to planning the educational outcomes of their children with special needs in the K through 12 public school system. However, inappropriate instructional techniques used in advocacy training may reduce trainees\u27 learning outcomes by adding complexity and increasing cognitive load. This study examined whether using worked examples to break down complex problems into component parts to build long term schema could lower cognitive load and thus improve learning outcomes for parent advocacy trainees. Based on cognitive load theory, this 2 x 3 factorial design study examined the efficacy of noninteractive video lessons for parent trainees using worked examples to reduce extraneous cognitive load. Research questions explored the relationships between the independent variables of using worked examples and parents\u27 perceived class relevance on the dependent variable, change in cognitive load of parent trainees, as well as the interaction between training type and perceived class relevance. Two groups of 65 adults in advocacy training (N = 130) participated in a video lesson in either the worked examples or nonworked examples format as part of their advocacy training. The NASA Task Load Index and the Perceived Class Relevance Survey instruments were used to measure cognitive load of trainees and perceptions of training relevance. Key findings included a significant main effect between the use of worked examples and change in cognitive load and significant interaction effects with the perception of class relevance. Training was developed for advocacy trainers in the use of worked examples for learners new to a domain. Implications for social change include improved learning outcomes for parents who must learn IEP terminology in beginning classes to effectively advocate for their children

The Influence of Multimedia Production Knowledge on the Design Decisions of the Instructional Designer

This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process / workflow. This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some evidence that suggests whether certain production skills are influencing instructional design decision-making. Employer influence on the instructional designer’s decision-making was also explored. Results indicated that a substantial number of instructional designers (n=30) who participated in this study were selecting media as a preliminary step in their workflow process, and were often then using analysis as a measure to confirm the early media selection. Expert instructional designers appeared to be less susceptible to the early media selection behavior, though not immune. Results indicate that one reason the expert instructional designers were less likely to adopt media as a preliminary instructional design step was that the experts conducted a more diverse set of analysis activities. Additionally, results indicated that instructional designers were often experiencing pressure to adopt media based on employer demands, and project constraints such as budget and time