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How does the availability of video tutorials during practice effect procedural learning?

Gallus, Melina and Kellermann-Gummersbach, Lea C.R. (2014) How does the availability of video tutorials during practice effect procedural learning?

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Abstract:The usage of video instruction for software has increased in the last decades. Especially popular is on-screen video design for procedural videos. Regarding learning from those videos, theories as the social learning theory, the generative learning effect, or the ACT-R stress the importance of practice. Empirical research on procedural videos shows that the effect of video availability during practice by conditions has not yet been tested. In the present study the effect of dealing with video instructions is compared in three conditions. In the control condition, participants could choose themselves when and how often to both watch the video instruction and practice the provided exercises. In the access condition, all videos were watched in a row and then participants practiced while still having access to the videos. In the blocked condition, participants also had to watch all videos in a row but they were not allowed to watch them again during practice. Students with the average age of 11.6 years received Word-formatting instructions on video. A pretest, training, posttest, transfer-test and retention-test were conducted to measure task performance, transfer, learning, motivation and flow. The results revealed no significant effects of condition. This leads to the conclusion that having or not having access to the videos during practice does not matter for learning from procedural videos.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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