Effects of Practice on Software Training Video for College Students

Abstract

Instructional videos for software training have gradually replaced traditional teaching, becoming the first choice of software operation courses in higher education. An effective measure that can support learning is adding practice. However, when arranging practice could bring the best learning effect has rarely been empirically investigated. This study compared the difference between learning experience and learning performance when practicing before or after the DBT video. Participants were 39 undergraduates. The results showed that the video-practice group felt higher motivation than the practice-video group, but their engagement was at a similar level. Besides, the video-practice group also achieved better learning effect in the software operation test of retention and transfer. But this difference did not exist in knowledge test. Further analysis showed that autonomous learning ability was an important factor in the use of DBT video.