Effects of sustained attention and video lecture types on learning performances
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Effects of sustained attention and video lecture types on learning performances Mehmet Kokoç1 · Hale IIgaz2 · Arif Altun3 Accepted: 14 September 2020 © Association for Educational Communications and Technology 2020
Abstract Video lectures are one of the primary learning resources embedded in e-learning environments. Many universities prepare video lectures and share them as open course materials with students. In order to make the learning process more efficient and effective, it is very important to design and personalize those learning resources for learners, taking into their needs and cognitive differences. The literature regarding how cognitively diverse users benefit from which media design is scarce. Therefore, the purpose of this research is to explore the effect of video lectures types (voice over type, picture-in-picture type, and screencast type) and learners’ sustained attention levels (low, and high) on their learning performance in an e-learning environment. The research was designed as a 2 × 3 factorial design. In addition, learners’ eye movements have been recorded during study sessions. Results indicate that main effect of learners’ sustained attention levels and video lecture types on learning performance were significant. Furthermore, it was observed that both for the students with high level of sustained attention and for the students with low level of sustained attention, the use of picture-in-picture types of video lectures led higher learning performance scores. Similarly, the eye tracking analyses also supported this finding. Keywords Sustained attention · Video lectures · Online learning · Multimedia design
* Mehmet Kokoç [email protected] Hale IIgaz [email protected] Arif Altun [email protected] 1
Department of Computer Education and Instructional Technologies, Fatih Faculty of Education, Trabzon University, Akçaabat, 61335 Trabzon, Turkey
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Open and Distance Education Faculty, Ankara University, Dogol Caddesi, 06100 Ankara, Turkey
3
Faculty of Education, Department of Computer Education and Instructional Technologies, Hacettepe University, Beytepe, 06800 Ankara, Turkey
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Introduction Videos have been widely used both in informal and formal learning environments. Indeed, the use of video in support of learning dates back at least to 1986 for motion pictures, and the current century is sometimes referred to as the Internet video age (Mayer et al. 2020). With the easy accessibility of YouTube, the Khan Academy, and the wide range of MOOC platforms, video usage in learning environments is growing day by day. In these learning environments, different video types have been designed, among them lecture capture, voiceover, picture-in-picture, and hand-drawn videos (Chen and Wu 2015; Sadik 2016). Literature regarding which design is more effective for which learners is certainly worth exploring. One can certainly argue that different types of video lectures might lead to different learning outcomes for different learners. Furth
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