Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course

Ibrahim, Mohamed; Callaway, Rebecca; Bell, David

doi:10.1080/08923647.2014.924697

Cited by 7 publications

(7 citation statements)

References 23 publications

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“…The teacher's highlights could support students to "remember" the video content, as the students clicked on the teacher's highlights to review the important segment of the video content. The results were in line with the findings of previous studies (Ibrahim, Callaway, & Bell, 2014) stating that annotations can reduce students' cognitive load of memorizing the course video. In addition, the learning paths showed that the teacher's literal questions prompted students to stop, rewind, and replay the video.…”

Section: Discussionsupporting

confidence: 92%

“…Teacher annotations on videos are regarded as a teaching strategy to align with students' cognitive structures to overcome the limited capacity of students' working memory by attracting attention and indexing and organizing information (Barak, Herscoviz, Kaberman, & Dori, 2009;Jones, Blackey, Fitzgibbon, & Chew, 2010). These features of annotations support the cognitive process of watching course videos by helping students (a) focus their attention on an important segment of video content, (b) interpret or summarize video content, and (c) share personal reflections on the video content (Bargeron, et al, 1999;Ibrahim, Callaway, & Bell, 2014).…”

Section: The Rationale Of Teacher Annotations On Videosmentioning

confidence: 99%

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The influence of teacher annotations on student learning engagement and video watching behaviors

Tseng

2021

Int J Educ Technol High Educ

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While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. Forty-two students in an undergraduate course at a university in Taiwan were randomly divided into a control group that watched a course video without teacher annotations, and an experimental group that watched a course video with teacher annotations. The collected data included a learning engagement survey, students’ video watching behaviors, and student interviews. The results showed that there were differences in student learning engagement between the control and experimental groups. The teacher annotations increased students’ behavioral and cognitive engagement in watching the video but did not increase their emotional engagement. In addition, this study identified how students learned when watching the course video with the teacher annotations through highlights of the video content, literal questions, reflective questions and inferential questions. The results concluded that teacher annotations and student learning engagement were positively correlated. The students acknowledged that their retention and comprehension of the video content increased with the support of the teacher annotations.

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Section: Discussionsupporting

confidence: 92%

Section: The Rationale Of Teacher Annotations On Videosmentioning

confidence: 99%

The influence of teacher annotations on student learning engagement and video watching behaviors

Tseng

2021

Int J Educ Technol High Educ

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“…3 , Cohort 3). Using videos as support material has been shown in other studies to improve initial learning and reduce dropout rates [ 37 , 38 , 39 ]. Videos have also been shown to be beneficial as a preparative activity for laboratory work [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

Redefining online biology education: a study on interactive branched video utilisation and student learning experiences

Lacey,

Francis,

Smith

2024

FEBS Open Bio

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This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives.

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“…In certain instructional contexts, this aspect is considered a success factor in terms of learners' cognitive performance ( Hooijdonk and Krahmer, 2008 ). There are several research-based instructional media assessments informed by Cognitive Load Theory ( Sweller, 1988 , 2010 ), and Cognitive Theory of Multimedia Learning ( Mayer, 2005 ) that aim to circumscribe the temporal aspect affordance of videos ( Ayres and Paas, 2007 ; Boucheix and Forestier, 2017 ; Cojean and Jamet, 2017 ; Castro-Alonso, 2015 ; Sweller, Ayres & Kalyuga, 2011 ; Wong et al., 2012 ; Ibrahim, 2012 ; Ibrahim et al., 2014 ; Marcus et al., 2013 Merkt et al., 2011 ; Watson et al., 2010 ). Apart from the transient effect , these research-based studies also address a few other moderating variables that seem to mitigate the temporal affordance of transient instructional media.…”

Section: Introductionmentioning

confidence: 99%

How gaze time on screen impacts the efficacy of visual instructions

Eriksson

Swenberg

Zhao

et al. 2018

Heliyon

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This article explores whether GTS (gaze time on screen) can be useful as an engagement measure in the screen mediated learning context. Research that exemplifies ways of measuring engagement in the on-line education context usually does not address engagement metrics and engagement evaluation methods that are unique to the diverse contemporary instructional media landscape. Nevertheless, unambiguous construct definitions of engagement and standardized engagement evaluation methods are needed to leverage instructional media's efficacy. By analyzing the results from a mixed methods eye-tracking study of fifty-seven participants evaluating their visual and assembly performance levels in relation to three visual, procedural instructions that are versions of the same procedural instruction, we found that the mean GTS-values in each group were rather similar. However, the original GTS-values outputted from the ET-computer were not entirely correct and needed to be manually checked and cross validated. Thus, GTS appears not to be a reliable, universally applicable automatic engagement measure in screen-based instructional efforts. Still, we could establish that the overall performance of learners was somewhat negatively impacted by lower than mean GTS-scores, when checking the performance levels of the entire group (N = 57). When checking the stimuli groups individually (N = 17, 20, 20), the structural diagram group's assembly time durations were positively influenced by higher than mean GTS-scores.

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Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course

Cited by 7 publications

References 23 publications

The influence of teacher annotations on student learning engagement and video watching behaviors

The influence of teacher annotations on student learning engagement and video watching behaviors

Redefining online biology education: a study on interactive branched video utilisation and student learning experiences

How gaze time on screen impacts the efficacy of visual instructions

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