分割设计和绘图对视频学习的影响:中介分析

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2023-06-14 DOI:10.1177/14697874231180601

Yi Zhang, Ke Xu, Yun Pan, Zhongling Pi, Jiumin Yang

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引用次数: 0

摘要

本研究调查了分割设计和绘图对大学生视频学习的影响。参与者是158名大学生，他们被随机分配观看分段或连续的视频讲座（视频类型：分段与连续），要么被指示在学习时画画，要么根本没有指示（学习策略：画画与被动观看）。参与者在观看视频时的眼动被记录下来，并收集了关于他们的学习满意度、认知负荷、即时和7天延迟学习结果以及他们对讲座教学效率的看法的数据。结果表明，绘画活动调节了分段效果，因为学生在被动观看时不会从分段视频设计中受益，但在需要边看边画时会从中受益。此外，分割的积极影响是由绘图准确性介导的。

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The effects of segmentation design and drawing on video learning: A mediation analysis

The current study investigated the effects of segmentation design and drawing on college students’ video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all (learning strategy: drawing vs passive viewing). Participants’ eye movements were recorded as they viewed the video, and data was collected regarding their learning satisfaction, cognitive load, both immediate and 7-day delayed learning outcomes, and their perceptions regarding the instructional efficiency of the lectures. The results showed that the drawing activity moderated the segmentation effect in that students did not benefit from the segmented video design when viewing passively, but did when required to draw while viewing. Furthermore, the positive effect of segmentation was mediated by drawing accuracy.

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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.