Does the Podcast Video Playback Speed Affect Comprehension for Novel Curriculum Delivery? A Randomized Trial

Song, Kristine; Chakraborty, Amit; Dawson, Matthew; Dugan, Adam; Adkins, B.; Doty, Christopher

doi:10.5811/westjem.2017.10.36027

Cited by 28 publications

(20 citation statements)

References 2 publications

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“…However, for a student who has missed the live session, there is a need to review the full lecture. Song et al (2018) provide evidence that if a video is watched at 1.5x normal speed then test performance is negatively impacted, and so there is a strong recommendation that students watch the recording at normal speed the first time it is viewed. This also ensures that time-on-task (Carroll, 1989) is comparable between those who attended and those who watched the recording Although there is convincing evidence that attending live lectures leads to better outcomes than only watching a recording (e.g., Bos et al, 2016) there is still no definitive answer as to why this may be the case.…”

Section: If It Is Notmentioning

confidence: 99%

Lecture capture: Practical recommendations for students and instructors.

Nordmann¹,

Küepper-Tetzel²,

Robson³

et al. 2022

Scholarship of Teaching and Learning in Psychology

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In this paper, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/. review of the literature, Witthaus and Robinson (2015) state that empirical studies rarely indicated that much advice was given to students on how to use lecture capture. There are excellent examples of guidance available at the local level (see e.g., "7 ways to get the most out of lecture capture: A guide for students"), but it is notable that the existence or use of such guidance does not always permeate to the instructor level, perhaps because the format of the guidance generally targets students, or perhaps because it has not been accompanied by a robust evidence base. We are not alone in thinking that there is a need for more guidance, but rather join recent calls for support for both students and instructors (French & Kennedy, 2017; MacKay, 2019) in recognition that neither should be expected to instinctively understand how best to use lecture capture without explicit guidance. Research on the impact of lecture capture has lagged behind the adoption of lecture capture and there is more work to be done. However, this should not preclude us from applying the wealth of cognitive and educational research on learning and teaching more generally to help support the use of lecture capture whilst this work evolves. Thus, the aim of the current paper is to provide guidance to students and instructors on how effective learning and teaching strategies can support the use of lecture recordings in higher education. Our paper is predominantly aimed at higher education practitioners, namely those involved in the provision of lecture recordings-instructors, learning technologists, and policy makers. However, to aid dissemination of our guidelines to students, we also provide infographic institution-agnostic guides in English, German, Welsh, and Dutch, that can be shared with students where lecture capture is used (see LINK REDACTED FOR REVIEW, SEE SUPPLEMENTARY MATERIALS). Whilst we will discuss relevant research, for a comprehensive overview of the lecture capture literature or policies we direct the interested reader to existing reviews (e.g., O'Cal...

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Section: If It Is Notmentioning

confidence: 99%

Lecture capture: Practical recommendations for students and instructors.

Nordmann¹,

Küepper-Tetzel²,

Robson³

et al. 2022

Scholarship of Teaching and Learning in Psychology

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“…Although Perez (2017) and Song et al (2018) found significant negative influence of 1.5x playback speed on cognitive learning outcomes, other studies including Pastore (2010Pastore ( , 2012, found non-significant influence of playback speed at 1.5x. Furthermore, found non-significant effect at 1.4x and demonstrated that moderately accelerated playback speed at 1.25x had no significant difference in cognitive learning outcomes when compared to normal playback speed.…”

Section: Findings From Researchmentioning

confidence: 80%

“…Although Perez (2017) and Song et al. (2018) found significant negative influence of 1.5x playback speed on cognitive learning outcomes, other studies including Pastore (2010, 2012), Ritzhaupt and Barron (2008), and Ritzhaupt et al.…”

Section: Discussionmentioning

confidence: 97%

Examining the Accelerated Playback Hypothesis of Time-Compression in Multimedia Learning Environments: A Meta-Analysis Study

Cheng

Pastore

Ritzhaupt

2021

Journal of Educational Computing Research

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With the explosion of multimedia learning environments and the use of digital time-compression algorithms in common software and hardware, we need guidance on how to use this technology without sacrificing quality and learning outcomes. The purpose of the meta-analysis is to examine the existing empirical research literature to derive an overall integrated model for the use of digital time-compression algorithms in multimedia learning environments. We frame this research by coining the accelerated playback hypothesis, which posits that learning outcomes will not diminish with accelerated playback of multimedia learning materials until a threshold is reached. Systematically searching twelve academic databases and filtering the literature, we identified seven qualified manuscripts with k = 18 independent effect size comparisons using time-compression in the context of multimedia learning. The overall effect size for playback speed 1.4–1.5x is small and significant at g = −0.212 [95% CI = −0.378, −0.045]. The overall effect size for playback speed 1.8–2.0x is small and non-significant at g = −0.362 [95% CI = −0.743 to 0.019]. Discussion and implications for practice and research are provided.

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“…Previous work on the effect of video speed on learning has yielded mixed results. For example, there is some evidence that increasing the speed of videos leads to preserved or enhanced comprehension (Lang et al, 2020; Nagahama & Morita, 2017; Wilson et al, 2018) while other work suggests that increased speed impairs comprehension (Foulke & Sticht, 1969; Song et al, 2018; Vemuri et al, 2004). To further examine the impact of lecture video speed on comprehension, in Experiment 1, we tested learners' immediate and delayed (1 week) comprehension after watching videos at either 1x, 1.5x, 2x, or 2.5x speed.…”

Section: Discussionmentioning

confidence: 99%

“…Watching asynchronous lectures at a higher speed may be a useful and efficient study strategy if it results in similar or better comprehension than when watching lectures at a normal speed; however, there has been some disagreement regarding the effect of video speed on comprehension. For example, some work has found that increasing the speed of videos can preserve or even enhance comprehension (Lang et al, 2020; Nagahama & Morita, 2017; Wilson et al, 2018) while others suggest that increased speed impairs comprehension (Foulke & Sticht, 1969; Song et al, 2018; Vemuri et al, 2004). These disagreements may be the product of using limited stimuli, measuring comprehension immediately after watching the video (rather than a delayed test), allowing for note‐taking and participant control of the videos (i.e., pausing, rewinding), using very short video clips (i.e., 20 s), and small sample sizes.…”

mentioning

confidence: 99%

Learning in double time: The effect of lecture video speed on immediate and delayed comprehension

Murphy

Hoover

Agadzhanyan

et al. 2021

Applied Cognitive Psychology

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We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs incurred by increasing video speed from 1x to 1.5x, or 2x speed, but performance declined beyond 2x speed. We also compared learning outcomes after watching videos once at 1x or twice at 2x speed. There was not an advantage to watching twice at 2x speed but if participants watched the video again at 2x speed immediately before the test, compared with watching once at 1x a week before the test, comprehension improved. Thus, increasing the speed of videos (up to 2x) may be an efficient strategy, especially if students use the time saved for additional studying or rewatching the videos, but learners should do this additional studying shortly before an exam.However, these trends may differ for videos with different speech rates, complexity or difficulty, and audiovisual overlap.

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Does the Podcast Video Playback Speed Affect Comprehension for Novel Curriculum Delivery? A Randomized Trial

Cited by 28 publications

References 2 publications

Lecture capture: Practical recommendations for students and instructors.

Lecture capture: Practical recommendations for students and instructors.

Examining the Accelerated Playback Hypothesis of Time-Compression in Multimedia Learning Environments: A Meta-Analysis Study

Learning in double time: The effect of lecture video speed on immediate and delayed comprehension

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