The importance of aligning instructor age with learning content in designing instructional videos for older adults

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xiying Li, Huixin Chai, Wanru Cao, Xin Zhao, Zhongling Pi
{"title":"The importance of aligning instructor age with learning content in designing instructional videos for older adults","authors":"Xiying Li, Huixin Chai, Wanru Cao, Xin Zhao, Zhongling Pi","doi":"10.1007/s10639-024-13057-4","DOIUrl":null,"url":null,"abstract":"<p>With the increase in life expectancy and the rapid advancement of digital technology, older adults often face challenges where formal learning opportunities are scarce. Consequently, they are compelled to rely on instructional videos for continuous learning. However, many older adults struggle with low self-efficacy and motivation. Although previous studies on instructional videos have investigated how the design of video lectures can promote learners’ self-efficacy, these studies predominantly focus on young populations. The present study aims to test the interaction effects of a lecturer’s age (young vs. older adults) and the type of learning content (Traditional Chinese Medicine (TCM) health preservation vs. digital technology) in instructional videos. The results indicated that in instructional video lectures on TCM health preservation, older adults demonstrated better learning performance when instructed by an older lecturer compared to a young one. Conversely, in instructional video lectures on digital technology, older adults exhibited better learning performance, higher motivation, and greater activation in FEFs, dlPFC, and SMC, when instructed by a young lecturer compared to an older one. Our findings have significant implications for the design of instructional videos for older adults.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"1 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13057-4","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

With the increase in life expectancy and the rapid advancement of digital technology, older adults often face challenges where formal learning opportunities are scarce. Consequently, they are compelled to rely on instructional videos for continuous learning. However, many older adults struggle with low self-efficacy and motivation. Although previous studies on instructional videos have investigated how the design of video lectures can promote learners’ self-efficacy, these studies predominantly focus on young populations. The present study aims to test the interaction effects of a lecturer’s age (young vs. older adults) and the type of learning content (Traditional Chinese Medicine (TCM) health preservation vs. digital technology) in instructional videos. The results indicated that in instructional video lectures on TCM health preservation, older adults demonstrated better learning performance when instructed by an older lecturer compared to a young one. Conversely, in instructional video lectures on digital technology, older adults exhibited better learning performance, higher motivation, and greater activation in FEFs, dlPFC, and SMC, when instructed by a young lecturer compared to an older one. Our findings have significant implications for the design of instructional videos for older adults.

Abstract Image

在为老年人设计教学视频时,将讲师年龄与学习内容相结合的重要性
随着预期寿命的延长和数字技术的飞速发展,老年人往往面临正规学习机会稀缺的挑战。因此,他们不得不依靠教学视频进行持续学习。然而,许多老年人的自我效能感和学习动机都很低。虽然以往关于教学视频的研究已经探讨了视频讲座的设计如何促进学习者的自我效能感,但这些研究主要针对年轻人群。本研究旨在检验教学视频中讲师年龄(年轻人与老年人)和学习内容类型(中医养生与数字技术)的交互效应。结果表明,在有关中医养生的教学视频讲座中,与年轻讲师相比,老年人在接受年长讲师的指导时表现出更好的学习成绩。相反,在有关数字技术的教学视频讲座中,年轻讲师与年长讲师相比,老年人表现出更好的学习成绩、更高的学习动机以及更强的 FEFs、dlPFC 和 SMC 激活。我们的研究结果对设计针对老年人的教学视频具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信