The effect of practice arrangement on self-regulated learning achievements from instructional video

Kaffke, L. (2017) The effect of practice arrangement on self-regulated learning achievements from instructional video.

[img]
Preview
PDF
6MB
Abstract:The present study discovers the effect of practice arrangement and the influence of self-regulated learning on learning from instructional video. There was a control condition in which the students watched a video and practiced in an alternating sequence. In the experimental condition the students watched all videos before they practiced. The students of two classes from academic high schools in Germany (mean age 14.8 years) were randomly assigned to one of the conditions. Prior knowledge was measured with a performance test. Motivation and self-regulated learning were measured using a questionnaire. Training, an immediate and a delayed post-test examined the learning achievements of the students. The data showed that the training was successful. On the delayed post-test the experimental condition performed better than the control condition. For the other sessions no difference was found. The relationship between self-regulated learning and learning from video was not significant. Nevertheless, self-regulated learning was positively related with learning from video in the control condition. In the experimental condition there was a negative relationship. Due to limitations of the generalizability of the results replication studies are needed. Moreover, more research on the relation between practice arrangement and self-regulated learning regarding learning from instructional video is proposed.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/72682
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page