A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning

[[abstract]]This study examined how three auditory lectures delivered at different speeds – normal (1.0x), fast (1.5x) and very fast (3.0x) speeds – affected the graduate students’ attention, cognitive load, and learning that were assessed by pre- and post-comprehension tests, cognitive-load questionnaire, and Electroencephalography (EEG) device. The results showed that there was no significant difference in the students’ attention, cognitive load, and learning performance between the normal (1.0x) and 1.5x speed. However, when the auditory lecture speed reached three times of its original speed (3.0x), the students’ comprehension scores were significantly lower both in the immediate and (one-week) delayed recall tests, than those in the other two speed conditions. When listening to the lecture at the 3.0x speed, the learners had a higher level of attention and cognitive load. The study provided insights for teaching, instructional design, and learning.[[notice]]補正完

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners’ online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners’ language proficiency levels

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.</p

Integration of Reciprocal Teaching-ICT Model To Improve Students’Mathematics Critical Thinking Ability

This research examines the effectiveness on how mathematics teachers have begun to integrate information and communication technology (ICT) with reciprocal teaching model to improve students’ mathematics critical thinking ability into seventh junior high school classroom practice. This study was experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom experiments and 36 students for classroom control. The instruments employed in this study were pre-test and post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics. Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of the seven grade students of junior high school; (2) the improvement of students’ mathematics critical thinking ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on students’ mathematics critical thinking ability

A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic

The COVID-19 pandemic has necessitated the digitalization of some aspects of our lives including education. However, as we witness a phenomenal rise in the demand for online learning, the decision to migrate to online learning platforms is dependent on the learner’s preparedness to embrace it. The objective of this study is to conceptualize a framework that measures the tendency of learners to adopt online learning in an era characterised by so many disruptions. To do this, we adopt document analysis on databases such as SCOPUS, Web of Science, EBSCO and Google Scholar using Boolean search engines; AND, OR, NOT, *, (), ‘’’’, +, -, &lt;,&gt;. mainly on current scientific manuscripts through the use of the keywords “e-learning”, “theory of planned behaviour”, “Covid 19”, “distance learning”, “environmental factors” and “academic technology adoption”. Subsequently, we integrate the theory of planned behaviour with other context-relevant variables as the bases of the study, and conceptualise a framework to predict e-learning success in the covid-19 era. This study contributes to the scientific body of knowledge on e-learning, particularly from the perspective of a forced mass adoption of e-learning occasioned by a global pandemic