Effectiveness and motivation towards the use of video tutorials when learning how to use music software / Efectividad y motivación hacia el uso de videotutoriales para el aprendizaje de un software musical

Abstract

The objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students' perceptions of their use. The project has been developed within a flippedclassroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students' independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students' autonomy in relation to the teacher and motivation towards the resource used.

Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills

“…Finding appropriate content, sequencing that content, choosing the appropriate wording, and adapting that wording to the characteristics of the audience are not easy tasks to achieve. In order for a video tutorial to be of significant educational benefit, it will depend not only on the treatment of the content, but also on the care in its aesthetic and pedagogical design [48] or the cognitive load of the student, as learning is compromised or threatened if instructional materials are overloaded [49] [26]. In short, the effectiveness of a video will depend on whether students perceive the instructional design as attractive, motivating, and facilitative for their learning [50].…”

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

“…Communication should include peer-communication and social networking.The change of roles is identified as core to several challenges in flipped classroom design.Learners often resist the amount of work and associated responsibility, and it is difficult to motivate them to move from being passive until post-class to being active throughout all flipped classroom activities. Many resources therefore document the necessity of, as well as mechanisms to support student engagement(AlJarrah, Thomas, and Shehab 2018;Palazón- Herrera 2018). In the end, self-efficacy and psychological ownership of one's own learning and progress remain the prerogative of the learner, and this is emphasized in flipped classrooms.…”