Effects of lecture video styles on engagement and learning
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Effects of lecture video styles on engagement and learning Hung‑Tao M. Chen1 · Megan Thomas2
© Association for Educational Communications and Technology 2020
Abstract Lecture videos are an integral part of distance education. Much has been done to investigate the effects of lecture video styles, but many of the studies have methodological issues and confounding variables. The current study focused on the amount of motion in two types of lecture videos (hand-drawn and narration-over-PowerPoint) and investigated motion’s effect on learners’ perceived engagement and learning outcome. Participants watched lecture videos with varying amount of within-video motion, rated the engagement levels of the videos, and completed recall and knowledge transfer tasks. The study was conducted in a laboratory setting that simulated an online learning environment. Our findings indicate that a hand-drawn type of lecture video was rated as most engaging and supported recall performance of individuals with low prior knowledge of content materials. Knowledge transfer performance was affected by learners’ prior knowledge but not by the amount of motion in lecture videos. Pedagogical implications are described in the discussion section. Keywords Distance learning · Lecture videos · Instructional design · Education technology
Introduction Recorded lecture videos are an integral part of distance education (Chen and Wu 2015; Guo et al. 2014; Kim et al. 2014). Many online instructors record videos to augment the online learning experience. Students also look for free online instructional videos, such as the ones provided by Khan Academy to supplement their learning. Online lecture videos are rendered in various styles, including (1) live lecture capture, (2) narration over PowerPoint slides, (3) picture-in-picture, and (4) hand-drawn videos (Chen and Wu 2015; Guo et al. 2014; Ilioudi et al. 2013). Possibly the two most prevalent types of videos are handdrawn lecture videos and PowerPoint-narration videos (Cross et al. 2013). Several studies have compared these types of lecture videos using either viewer preference, engagement ratings, or learning outcomes (Chen and Wu 2015; Guo et al. 2014). The problem with these comparisons, however, was that there were often uncontrolled confounding variables.
* Hung‑Tao M. Chen hung‑[email protected] 1
Department of Psychology, Eastern Kentucky University, Richmond, KY 40475, USA
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Eastern Kentucky University, Richmond, KY 40475, USA
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H.-T. M. Chen, M. Thomas
The current study thus sought to manipulate the amount of motion onset in different video rendering styles in a controlled laboratory setting.
Problems and findings with lecture video style comparison studies Research studies that compare instructional materials often have confounds (Castro-Alonso et al. 2016). The analysis by Castro-Alonso et al. (2016) looked at studies that compared static versus animation teaching materials. Although not all the identified confounds would translate to the comparison of differe
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