The combination of segmentation and self-explanation to enhance video-based learning

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2022-10-19 DOI:10.1177/14697874221126920

Hua Zheng, R. Branch, Lu Ding, Dongho Kim, Eulho Jung, Zhenqiu Lu, Tong Li, Zilong Pan, Meehyun Yoon

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引用次数: 2

Abstract

This study examined the effects of an integrated approach that combines segmentation and self-explanation designs on learner achievement for meaningful video-based learning. This was a pretest-posttest research design with a sample size of 121 participants randomly assigned to one of four different types of video instructions (continuous, segmentation, self-explanation, or the combination of segmentation and self-explanation). Participants engaged in video instruction that used either a continuous video or segmented video clips and incorporated either self-explanation prompts or no self-explanation prompts. The results showed that participants in the combination and segmentation conditions outperformed those in the continuous condition in evaluation ability, and participants in the combination condition outperformed those in the continuous condition in the overall performance after controlling for prior knowledge. The current study indicates that the combined design can effectively facilitate student learning by engaging them in meaningful video-based learning.

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分段和自我解释相结合，增强视频学习

本研究考察了将分割和自我解释设计相结合的综合方法对基于视频的有意义学习的学习者成绩的影响。这是一项前测后测研究设计，样本量为121名参与者，随机分配给四种不同类型的视频指令之一（连续、分段、自我解释或分段和自我解释的组合）。参与者参与视频教学，使用连续视频或分段视频剪辑，并结合自我解释提示或不包含自我解释提示。结果表明，在组合和分割条件下，参与者的评价能力优于连续条件下的参与者，在控制了先验知识后，组合条件下参与者的整体表现优于连续条件。目前的研究表明，组合设计可以通过让学生参与有意义的视频学习来有效地促进他们的学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

13.20

自引率

12.00%

发文量

期刊介绍： Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.