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Monitoring and interactivity in instructional video

Doepel, T. (2014) Monitoring and interactivity in instructional video.

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Abstract:This study examines the effectiveness and influence of a self-directed-learning (SDL) environment used for facilitating the learning of primary school students (aged 10-12). An interactive instructional video is used in combination with the assessment of meta-cognitive monitoring ability through the Feeling of Knowing (FOK) effect. The underlying rationale is that video may induce high cognitive load, which in turn could be reduced through FOK assessment and interactive use of the video. 110 participants from five classes are randomly assigned to one of four conditions. The control group receives the regular video instruction without the support of the two effects in question. The instructional video falls into the domain of formatting skills within Microsoft Word 2010. Pretest, training score, posttest, and retention test data are collected from all the groups. Measurements include: learning gains (a measure of cognitive performance), a motivational questionnaire, an assessment of monitoring ability and examining the use of interactivity. The findings favored no condition significantly over the other, showing that neither the assessment of the metacognitive ability nor the interactive components supported the learners effectively. The discussion leads us to believe that monitoring abilities like FOK should be integrated into SDL environments very carefully and that video tutorials can successfully support procedural learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:https://purl.utwente.nl/essays/66267
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