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Reviewing in Video Tutorials: Can it foster Procedural Knowledge Acquisition?

Neuss, P. (2014) Reviewing in Video Tutorials: Can it foster Procedural Knowledge Acquisition?

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Abstract:This study examines the influence of the inclusion of a review in a video instruction for software training. The underlying rationale is that video may induce passivity and may strain the students’ working memory. In an experiment two groups are compared with one another. The control group receives the regular video instructions. These instructions are segmented into a set of meaningful tasks. The experimental group receives the same video, complemented with reviews after each task instruction. 55 Participants from two classrooms from middle schools were randomly assigned to condition. The findings favored the experimental group with significant effects on flow and confidence after training. In addition, there were trends favoring the review group on positive moods during training and post-test scores. The discussion draws attention to the issue of schema acquisition and change that is affected by time and by the presence of the review.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:https://purl.utwente.nl/essays/64863
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