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The educational potential of reviews in an instructional video teaching declarative knowledge

Zijlstra, Y. (2020) The educational potential of reviews in an instructional video teaching declarative knowledge.

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Abstract:In this mixed-methods study, the insertion of reviews (i.e. summaries) in an instructional video teaching declarative knowledge is investigated. Among scholars, there is empirical consensus that summaries in texts are effective for the recall of information. Yet, in instructional videos, this is a topic of research. In this study, the experimental group and control group both watched an instructional video from the NPO about agriculture. The video for the experimental condition was edited by inserting reviews in between. For the control group, pauses were inserted which were lasting the same amount of seconds as the review (i.e. segments). 39 participants (mean age 8.49) started with self-efficacy and self-regulation questions. Thereafter, the students started watching the video with or without reviews while video logs recorded how much the video was played. Next, the students filled in the same self-efficacy questionnaire and students answered questions about the video (immediate post-knowledge test). Two weeks later a delayed knowledge test was administered, followed by the administration of eight interviews. The interviews gathered information about the students’ general appreciation and instructiveness of the instructional video. Results show that the engagement was high in both conditions. There was no significant effect found for self-efficacy or learning outcomes and no moderating effect of self-regulated learning. The results suggest that the provision of reviews, in comparison with the possibility to additionally process the information through inserted segments, does not lead to significantly higher learning outcomes. However, this study has contributed to a new line of research about reviews in videos teaching declarative knowledge. Design features for the development of reviews and the advanced theories in connection to reviews could be useful for educational researchers. More research is needed to clarify which instructional features in instructional videos (teaching declarative knowledge) could contribute to the desired learning outcomes.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 80 pedagogy, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/80712
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