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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| creator | Homer, Bruce D. Plass, Jan L. Blake, Linda |
| description | 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. |
| doi_str_mv | 10.1016/j.chb.2007.02.009 |
| format | Article |
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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
<
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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.</description><subject>Biological and medical sciences</subject><subject>Cognition</subject><subject>Cognitive load</subject><subject>Computer Assisted Instruction</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human channel capacity</subject><subject>Instructional media</subject><subject>Learning</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. Didactics</subject><subject>Social presence</subject><subject>Videotape Recordings</subject><issn>0747-5632</issn><issn>1873-7692</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><recordid>eNqFkEFrGzEQhUVpoG7SH9CbLs1tNyNptVrRUwlJGwiUgu9COztKZNaSK60N-fe169BjeprLN-89PsY-C2gFiP5m0-Lz2EoA04JsAew7thKDUY3prXzPVmA60-heyQ_sY60bANAa-hX7tX4mTiEQLpXnwA9xosxz4pifUlzigfic_cR9mnjNGP3Md4UqJSQeE9_u5yVuaYq-mcmXFNPTFbsIfq706fVesvX93fr2R_P48_vD7bfHBtVgl4Y0Sg0eoLMCMZgAJDupNIIUFgc_GTBqFN2oLHS9mjSOo6dBoA1Wg1WX7Pocuyv5957q4raxIs2zT5T31fWit0Jq9V9Qyd4abU-gOINYcq2FgtuVuPXlxQlwJ8lu446S3UmyA-ng74ovr-G-op9D8Qlj_fcoQQydUsOR-3rm6GjkEKm4ivEkcYrlqN5NOb7R8gc5d5DX</recordid><startdate>20080501</startdate><enddate>20080501</enddate><creator>Homer, Bruce D.</creator><creator>Plass, Jan L.</creator><creator>Blake, Linda</creator><general>Elsevier Ltd</general><general>Elsevier Science</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope></search><sort><creationdate>20080501</creationdate><title>The effects of video on cognitive load and social presence in multimedia-learning</title><author>Homer, Bruce D. ; Plass, Jan L. ; Blake, Linda</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c389t-e5c250a00491ccf7f0e24235c0219c8ad7073b14b390463d5cbbae81c9f95093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Biological and medical sciences</topic><topic>Cognition</topic><topic>Cognitive load</topic><topic>Computer Assisted Instruction</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human channel capacity</topic><topic>Instructional media</topic><topic>Learning</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopedagogics. Didactics</topic><topic>Social presence</topic><topic>Videotape Recordings</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Homer, Bruce D.</creatorcontrib><creatorcontrib>Plass, Jan L.</creatorcontrib><creatorcontrib>Blake, Linda</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Computers in human behavior</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Homer, Bruce D.</au><au>Plass, Jan L.</au><au>Blake, Linda</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effects of video on cognitive load and social presence in multimedia-learning</atitle><jtitle>Computers in human behavior</jtitle><date>2008-05-01</date><risdate>2008</risdate><volume>24</volume><issue>3</issue><spage>786</spage><epage>797</epage><pages>786-797</pages><issn>0747-5632</issn><eissn>1873-7692</eissn><coden>CHBEEQ</coden><abstract>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.</abstract><cop>Oxford</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.chb.2007.02.009</doi><tpages>12</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0747-5632 |
| ispartof | Computers in human behavior, 2008-05, Vol.24 (3), p.786-797 |
| issn | 0747-5632 1873-7692 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_61691253 |
| source | Elsevier ScienceDirect Journals Complete; Sociological Abstracts |
| subjects | Biological and medical sciences Cognition Cognitive load Computer Assisted Instruction Educational psychology Fundamental and applied biological sciences. Psychology Human channel capacity Instructional media Learning Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Social presence Videotape Recordings |
| title | The effects of video on cognitive load and social presence in multimedia-learning |
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