The effects of video on cognitive load and social presence in multimedia-learning
Two studies examined the use of video in multimedia learning environments. In Study 1, participants ( N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only a...
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Veröffentlicht in: | Computers in human behavior 2008-05, Vol.24 (3), p.786-797 |
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Sprache: | eng |
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Zusammenfassung: | Two studies examined the use of video in multimedia learning environments. In Study 1, participants (
N
=
26) viewed one of two versions of a computer-based multimedia presentation:
video, which included a video of a lecture with synchronized slides, or
no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with
video experiencing greater cognitive load,
t (24)
=
2.45,
p
<
.05. In Study 2, students (
N
=
25) were randomly assigned to either
video or
no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load,
F (1,21)
=
4.51,
p
<
.05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition. |
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ISSN: | 0747-5632 1873-7692 |
DOI: | 10.1016/j.chb.2007.02.009 |