Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

Herron, Carol; York, Holly; Corrie, Cathleen; Cole, Steven P.

doi:10.1558/cj.v23i2.281-307

Cited by 48 publications

(45 citation statements)

References 16 publications

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“…interruptions, unrelated information, or background noise) [29]. One approach to address bounds on cognition is by the use of richer media [30]. Videos, for example, are stored in the episodic memory [47] rather than semantic [35] as coding is based in context rather than content [46].…”

Section: Background and Related Workmentioning

confidence: 99%

Risk Communication Design: Video vs. Text

Garg

Camp

Connelly

et al. 2012

Lecture Notes in Computer Science

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Abstract. There are significant differences between older and younger adults in terms of risk perception and risk behaviors offline. The previously unexplored existence of this dissimilitude online is the motivation for our work. What are the risk perceptions of older adults? How are these correlated with the classic dimensions of risk perception offline? Can we leverage episodic memory, particularly relevant for older adults, to increase the efficacy of risk communication? We conduct a survey based experiment with two groups: video (n=136) and text (113). We find that leveraging episodic memory using video risk communication can improve the ability of elders to avoid phishing attacks and downloading malware. The applicability of the dimensions of risk were different based not only the risk but also the mode of risk communication.

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Section: Background and Related Workmentioning

confidence: 99%

Risk Communication Design: Video vs. Text

Garg

Camp

Connelly

et al. 2012

Lecture Notes in Computer Science

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“…Research has shown that videos can lead to richer comprehension over text 13 . We measure comprehension of the videos by participants as follows: (1) they should be able to identify the risk; (2) they should be able to identify the attack vector; (3) they should be able to identify the potential consequences of the risk; (4) they should be able to suggest strategies to avoid or mitigate the risk.…”

Section: Comprehension: Video Vs Textmentioning

confidence: 99%

Risk Communication Design for Older Adults

Garg¹,

Lorenzen-Huber²,

Camp³

et al. 2012

Proceedings of the International Symposium on Automation and Robotics in Construction (IAARC)

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Purpose Older adults are more susceptible to fraud offline than younger adults. As they increasingly use the internet for activities including managing financial assets, this susceptibility is transferred online. Thus, there is an imminent need to communicate the risks inherent in these new technologies, especially that of data disclosure, to older adults. These risks might best be communicated by using appropriate mental models and grounding analogies in more familiar risks, e.g. physical risks. Using videos rather than text may improve comprehension as well as address other concerns of aging, e.g. attention and memory. While videos can lead to richer comprehension, multi-media communications can challenge cognitive reserves. We present the design of narrative-driven risk communication videos that leverage physical analogies to answer the following questions: (i) What are the determinants of older adults perception of online risk, specifically for responding to phishing and malware e-mails?; and (ii) What is the effect on comprehension when using videos as opposed to text? Method To investigate the determinants of older adults' perceptions of online risk, Garg and Camp investigated a nine-dimensional model of risk perception that is based on an expressed preferences. They found that not all the nine dimensions are equally relevant online. They proposed a five-dimensional model for online risks consisting of voluntariness, immediacy, control, chronic-catastrophic, and severity. These dimensions were adapted to create a survey to assess elders' determinants of risk. For example, voluntariness is redefined as, "To what extent does an older adult have a choice in being exposed to this risk? (1=Voluntary, 5= Involuntary)". Our second question, whether video is more effective than text in communicating risk, was evaluated by participant comprehension: participants' ability to identify the risk, the attack vector, the impact of risk if exploited, and strategies to avoid or mitigate the risk. We conducted pilot studies with a convenience sample of 12 older adults (8 female and 4 male). Six participants watched the videos, the other six read the textual description of the risks, and each filled out associated surveys. Results & Discussion All 12 participants rated the risk of responding to be higher than that of not responding, but not all items on the five dimensions were rated higher for responding. This indicates that not all dimensions have equal weights in the construction of perceived risk. Participants in the video group were more likely to verbalize the risk of responding or not responding, suggesting videos might be better at explaining online risks to older adults.

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“…Furthermore, previous studies suggest that language learners showed positive attitudes towards online learning and the use of web-based materials in language learning due to their availability, variety, privacy, authenticity, interesting presentation, novelty, convenience, accessibility and rich cultural content (Coryell & Chlup, 2007;Felix, 2001aFelix, , 2001bFelix, , 2002Ma, 2007;Murday, et al, 2008;Nah, 2008;Suarcaya, 2011;Wagener, 2006). The flexibility and abundance of the online learning environment make it a suitable environment for independent learning activities (Meskill & Anthony, 2010), and for learners of intermediate level of English proficiency who are considered ready to use the technology and explore the content (Harlow & Muyskens, 1994;Herron, York, Corrie, & Cole, 2006).…”

Section: The Potential and Challenges Of Web-based Language Learningmentioning

confidence: 99%

“… They promote listening skills development and media literacy skills of analysis, evaluation, and communication (Gruba, 2006); and  They are appropriate for intermediate levels of L2 listening proficiency (Guichon & McLornan, 2008;Harlow & Muyskens, 1994;Herron, et al, 2006).…”

Section: Benefits and Drawbacks Of Language Learning Websites For Thementioning

confidence: 99%

“…Some studies on the use of video in listening comprehension are in the context of classroom learning in which teachers are available to provide a range of supports: structure to the use of video as listening materials, guidance in using videos for language learning, and scaffolding for better understanding of the language used and culture represented in the videos. Herron, York, Corrie and Cole (2006) compared the effectiveness of a story-based video instructional package and a text-based instructional package in improving the listening comprehension of intermediate learners of French.…”

Section: Benefits and Drawbacks Of Language Learning Websites For Thementioning

confidence: 99%

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Evaluating English listening websites for independent study

Ivone¹

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A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2013 School of Languages and Comparative Cultural Studies i ABSTRACTThe teaching and learning of listening has become more practical and affordable with the support of Internet technology and the World Wide Web. English listening websites are growing exponentially and promise an authentic and interactive language learning experience. This allows learning to be conducted outside class in the form of web-based independent study. Although learners in general show positive attitudes towards web-based materials due to their novelty, convenience, authenticity, and rich cultural content, web-based language learning materials have been criticised because of their quality and the way they explore the medium. Because they contain unregulated materials, English listening websites need to be thoroughly evaluated to determine their effectiveness, but studies that have focused specifically on the listening components of English learning websites are lacking.This study examined the benefits of using web-based listening materials in an independent study program to learners of English as a foreign language at university level. In order to do this, the judgmental and empirical evaluation framework proposed by Chapelle (2001) was adopted. This integrated approach has produced a comprehensive analysis of the characteristics of English listening websites and the use of these types of web-based listening materials in the independent study context. Seventy-eight English department students at a university in Indonesia participated voluntarily in the empirical evaluation. The study was conducted in three stages. In the first stage, the general, technical and pedagogical design features of English listening websites were evaluated using the Comprehensive Evaluation Criteria checklist for evaluating English learning websites developed by Yang and Chan (2008). In the second stage, the learning tasks were examined using a checklist adapted from the Task Appropriateness Criteria developed by Chapelle (2001) and the focus questions for selecting computer-based listening materials proposed by Chapelle and Jamieson (2008). For the empirical evaluation in the third stage of the study, quantitative and qualitative data from questionnaires, learning journals, group interviews, listening proficiency tests and course management system logs were analysed to describe not only learners' perceptions of the web-based listening materials but also the benefits they gained and the challenges they experienced in using the materials in the independent study program.The empirical evaluation findings confirm and supplement those of the judgmental evaluations.Although the participants found the web-based listening materials interesting, suitably varied in topics, tasks and accents, and useful for practising listening, the findings showed that improvements ii to the general, technical and pedagogical design of the evaluated English listening websites would make them gene...

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Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

Cited by 48 publications

References 16 publications

Risk Communication Design: Video vs. Text

Risk Communication Design: Video vs. Text

Risk Communication Design for Older Adults

Evaluating English listening websites for independent study

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