Enhancing memory recall during video lectures: does the visual display format matter?

IF 3.6 2区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kenneth J. Barideaux, P. Pavlik
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引用次数: 0

Abstract

Abstract Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing of bulleted text, or there was no visual display. Results indicated that the concept map lecture enhanced immediate recall accuracy; however, the type of ideas recalled is also important to consider. Compared to the listen-only lecture, the concept map and bulleted text lectures promoted more recall of main ideas rather than details. Finally, the concept map lecture mainly benefitted those with high prior science achievement. These findings suggest that the visual display in a video lecture may affect the type of ideas remembered, and prior knowledge should be considered when choosing how to present information in a video lecture.
在视频讲座中提高记忆力:视觉显示格式重要吗?
摘要包含以口头和视觉形式呈现的信息的讲座在教育环境中被广泛使用。到目前为止,人们对视频讲座中的视觉显示如何影响即时和延迟回忆知之甚少。在两个实验中,参与者一边听预先录制的讲座,一边观看动画概念图、项目符号文本的顺序列表,或者没有视觉显示。结果表明,概念图讲座提高了即时回忆的准确性;然而,回忆的想法的类型也很重要。与只听讲座相比,概念图和项目符号文本讲座更多地促进了对主要思想的回忆,而不是细节。最后,概念图讲座主要惠及那些先前科学成就较高的人。这些发现表明,视频讲座中的视觉显示可能会影响记忆中的想法类型,在选择如何在视频讲座中呈现信息时,应考虑先验知识。
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来源期刊
CiteScore
6.40
自引率
6.20%
发文量
57
期刊介绍: This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.
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