Expanding Reference through Cognitive Theory of Multimedia Learning Videos

Park, Elizabeth E.

doi:10.1016/j.acalib.2022.102522

Cited by 13 publications

(12 citation statements)

References 20 publications

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“…Additionally, the Guided Discovery Principle was implemented by providing hints and feedback, guiding learners through problem-solving tasks at their own pace. The importance of assessing users' evaluation of such features has been emphasized by previous research which reported considerably high levels of satisfaction consistent with the expert evaluation of our tool [ 1 , 19 , 20 ].…”

Section: Discussionmentioning

confidence: 61%

“…In comparison [ 19 ], employs CTML to address the challenge of student resource utilization in an academic library setting. The researcher effectively demonstrates the utility of CTML principles in creating instructional videos that not only aid students in navigating course assignments but also show a slight improvement in students' use of database sources and references.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models

AlShaikh,

Al-Malki,

Almasre

2024

Heliyon

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Section: Discussionmentioning

confidence: 61%

Section: Theoretical Frameworkmentioning

confidence: 99%

The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models

AlShaikh,

Al-Malki,

Almasre

2024

Heliyon

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“…Therefore, providing systematic or structured content and process design through learning/teaching theories is of great importance and will help to carry out curriculum/teaching/learning design in a scientific manner. In order to facilitate the new knowledge creation process of users, instructional goals supported by certain principles are recommended by CTML [ 29 ], and extraneous cognitive load can be reduced by applying five principles: Coherence, Signaling, Redundancy, Redundancy, and Temporal Contiguity principles [ 30 ]. The design of this research was developed on the basis of the theoretical framework of CTML.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Using Virtual Reality on Thai Word Order Learning

Watthanapas

Hao

et al. 2023

Brain Sciences

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Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that of Mandarin and English, thus making it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult aspects when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language VR learning assessment system on assisting Thai learners to learn grammatical word order, and to investigate the correlates between Thai self-efficacy, Thai language anxiety, word order learning retention, and task value of VR learning. In order to accomplish this purpose, we invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate in a 5-week teaching experiment, during which the participants were asked to practice Thai word order for 20 min. They were administered a questionnaire to fill out after five weeks of practice and were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected, with an effective return rate of 93.3%. Of the respondents, 30 were male (35.7%), and 54 were female (64.3%). The data were subjected to item analysis, reliability and validity analysis, and then underwent PLS-SEM for research model validation. The results revealed that: (1) Thai language self-efficacy was positively related to learning retention and task value; (2) Thai language anxiety was negatively related to learning retention and task value; (3) Learning retention was positively related to the task value of learning and continuous usage intention.

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“…Some of the strategies associated with the principles include: presenting visual material while narrating (ie, temporal contiguity), placing graphics next to words (ie, spatial contiguity), introducing names and characteristics of concepts (ie, pre-training), conversational language (ie, personalization) with an appealing voice (ie, voice), and showing the presenter (ie, image, embodiment). Results from a study (Park, 2022) of librarians creating instructional videos based on Mayer's principles suggest that videos designed on these principles can improve students' learning (ie, improved use of sources and references) and had better outreach than emails alone. Thus, Mayer's principles will be incorporated into the creation of the educational video.…”

Section: Addressing Parents' Misconceptions With An Educational Videomentioning

confidence: 99%

Why this app: Can a video‐based intervention help parents identify quality educational apps?

Pearson

Montazami

Dubé

2022

Brit J Educational Tech

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Researchers recommend that parents look for five benchmarks as indicators of quality educational apps (ie, scaffolding, curriculum, development team, feedback, learning theory), yet results show that parents undervalue some of these benchmarks. The current study examined if a short video‐based intervention would enhance parents' value‐judgements of apps featuring the five educational benchmarks. In original and modified app experiments (n = 100; n = 101), parents of children 4–11 years old were randomly assigned to watch either a 9‐minute video that detailed how the five benchmarks augment learning, or a 2‐minute control video. Parents evaluated 10 simulated apps containing either benchmarks or buzzwords. The original app experiment shows that a brief intervention can help parents identify quality educational apps via the benchmarks, but the modified app experiment suggests it only works if developers are using specific keywords in app descriptions. Helping parents select quality educational apps is more complicated than simply telling them what to look for. What is already known about this topic Parents have a main role in selecting apps and deciding on how often children use them; however, they have difficulty evaluating an app's educational potential in a market mixed with high‐ and low‐quality products that lacks a standard for including educational apps on the App Store. There are five research‐based benchmarks that are indicators of quality educational apps. These include apps created by an interdisciplinary development team, having a guiding curriculum with a clear purpose, including scaffolding and feedback, and being based on a learning theory. However, parents are not valuing all of these educational benchmarks equally. Educational videos disseminated via YouTube have become an established medium to enhance people's knowledge. Mayer's cognitive theory of multimedia learning, which suggests that people learn better when there is both auditory and visual information given together, is a framework used to design educational videos. What this paper adds This study leveraged a useful, accessible medium (ie, educational YouTube videos) to make research on educational apps accessible enough such that it could influence parents' app selection. Parents of children aged 4–11 years‐old viewed either an educational intervention‐ or control‐video and assessed educational apps through measures that replicate how consumers evaluate apps on the App Store (ie, their willingness to download the app, how much they would pay, their rating, and ranking). Original and modified app experiments demonstrate that a brief, educational video designed using key features from Mayer's multimedia theory can improve parents' app selection. In the original app experiment, parents in the intervention group are valuing the guiding curriculum and development team benchmarks over others, which may be due to the structure of the intervention video (ie, worked‐examples immediately after pre‐training of benchmarks). In the modified...

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Expanding Reference through Cognitive Theory of Multimedia Learning Videos

Cited by 13 publications

References 20 publications

The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models

The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models

The Effects of Using Virtual Reality on Thai Word Order Learning

Why this app: Can a video‐based intervention help parents identify quality educational apps?

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