Effects of Subtitles, Complexity, and Language Proficiency on Learning From Online Education Videos

IF 1.7 4区心理学 Q2 COMMUNICATION

Journal of Media Psychology-Theories Methods and Applications Pub Date : 2017-03-21 DOI:10.1027/1864-1105/a000208

T. Zee, W. Admiraal, F. Paas, Nadira Saab, B. Giesbers

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引用次数: 48

Abstract

Open online education has become increasingly popular. In Massive Open Online Courses (MOOCs) videos are generally the most used method of teaching. While most MOOCs are offered in English, the global availability of these courses has attracted many non-native English speakers. To ensure not only the availability, but also the accessibility of open online education, courses should be designed to minimize detrimental effects of a language barrier, for example by providing subtitles. However, with many conflicting research findings it is unclear whether subtitles are beneficial or detrimental for learning from a video, and whether this depends on characteristics of the learner and the video. We hypothesized that the effect of 2nd language subtitles on learning outcomes depends on the language proficiency of the student, as well as the visual-textual information complexity of the video. This three-way interaction was tested in an experimental study. No main effect of subtitles was found, nor any interaction. However, the student’s language proficiency and the complexity of the video do have a substantial impact on learning outcomes.

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字幕、复杂性和语言熟练程度对在线教育视频学习的影响

开放式在线教育越来越受欢迎。在大规模在线开放课程(mooc)中，视频通常是最常用的教学方法。虽然大多数mooc都是用英语提供的，但这些课程的全球可用性吸引了许多非英语母语者。为了确保开放在线教育的可用性和可访问性，课程的设计应尽量减少语言障碍的不利影响，例如提供字幕。然而，由于许多相互矛盾的研究结果，尚不清楚字幕对视频学习是有益还是有害，以及这是否取决于学习者和视频的特点。我们假设第二语言字幕对学习效果的影响取决于学生的语言能力，以及视频的视觉文本信息复杂性。这种三方相互作用在一项实验研究中得到了验证。没有发现字幕的主要影响，也没有发现任何交互作用。然而，学生的语言能力和视频的复杂性确实对学习结果有实质性的影响。

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

Journal of Media Psychology-Theories Methods and Applications Multiple-

CiteScore

3.20

自引率

11.80%

发文量

期刊介绍： Journal of Media Psychology (JMP) is committed to publishing original, high-quality papers which cover the broad range of media psychological research. This peer-reviewed journal focuses on how human beings select, use, and experience various media as well as how media (use) can affect their cognitions, emotions, and behaviors. Submissions must substantially advance the current state-of the art on a theoretical and/or an empirical level. To name just a few typical fields and domains of inquiry, the Journal of Media Psychology considers manuscripts dealing with research on entertainment, computer-mediated communication (including social media), human-computer interaction, e-learning, computer and video games, virtual environments, or advertising. The journal is also open to research from neighboring disciplines as far as this work ties in with psychological concepts of the uses and effects of the media. Submissions of comparative work, e.g., crossmedia, cross-gender, or cross-cultural, are encouraged. Moreover, submissions including alternative analysis procedures such as the Bayesian approach are welcome. Starting in 2015, the pre-registration of research plans will also be possible. To ensure short turn-around cycles for manuscript review and fast publication, the Journal of Media Psychology relies heavily upon electronic communication and information exchange, starting from electronic submission and continuing throughout the entire review and production process.