The effects of time-compressed audio and verbal redundancy on learner performance and satisfaction

Ritzhaupt, Albert D.; Gomes, Neil; Barron, Ann E.

doi:10.1016/j.chb.2008.02.017

Cited by 32 publications

(26 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings are consistent with several studies reporting that a moderate (up to 50%) compression of audio or digital video delivery, especially when accompanied by corresponding visual information, has no significant impact on the cognitive load and conceptual understanding of most learners (Ritzhaupt and Barron, ; Pastore, ; Ritzhaupt et al, ). Moreover, many learners appear to prefer a moderately accelerated lecture replay speed (Ritzhaupt et al, ), and may feel that accelerated replay increases their efficiency of knowledge acquisition (Cardall et al, ). Ritzhaupt and Barron () estimated that a typical learner's ability to comprehend verbal information declines when the presentation speed exceeds 300 words per minute, which is roughly twice the average rate of speech of 150 words per minute (NCVS, ).…”

Section: Discussionmentioning

confidence: 99%

The interrupted learner: How distractions during live and video lectures influence learning outcomes

Zureick

Burk-Rafel

Purkiss

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 11: 366-376. © 2017 American Association of Anatomists.

show abstract

Section: Discussionmentioning

confidence: 99%

The interrupted learner: How distractions during live and video lectures influence learning outcomes

Zureick

Burk-Rafel

Purkiss

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…For future research, there are two obvious areas of priority: 1) to look at actual physical differences on performance and user satisfaction. Although it wasn't the focus of this study, it has been shown that even real physical differences in audio characteristics might not necessarily affect learner outcomes, the physical differences can impact learner satisfaction (Ritzhaupt, Gomes, & Barron, 2008).…”

Section: Discussionmentioning

confidence: 99%

User Perceptions of Sound Quality: Implications for the Design and Use of Audio-Based Mobile Applications

Uther

Banks

2018

International Journal of Human–Computer Interaction

View full text Add to dashboard Cite

show abstract

“…"An experiment in which participants are assigned at random to treatments is known as a true experiment" (Galvan & Galvan, 2017). To test the theory, "the cued-recall have been used and validated in previous studies" (Wang et al, 2018); (Ritzhaupt, Gomes, & Barron, 2008). An experiment has a control which does not change during the test.…”

Section: Modality and Multimediamentioning

confidence: 99%

“…An experiment has a control which does not change during the test. "The current study utilized a multimedia presentation entitled Discovering Australia, which has been used and validated in previous studies of multimedia learning with typically developing individuals" (Wang et al, 2018); (Ritzhaupt et al, 2008).…”

Section: Modality and Multimediamentioning

confidence: 99%

Assistive Technologies and Academic Success for Students with Dyslexia: A Literature Review

Horn

Huber

2020

International Journal of Educational Technology and Learning

View full text Add to dashboard Cite

According to research, one in ten school-aged children is diagnosed with dyslexia (Shaywitz (2008) as cited in Wang et al. (2018)) and "15-20% of the population as a whole may have symptoms of dyslexia" (Cowen, 2016). With so many students impacted, what does research provide about the assistive technologies available to aide students diagnosed with dyslexia in academic success? This literature review was conducted to determine affordances for students of all ages who could use modern technology to become more successful at reading, writing, spelling, and language comprehension. Helping students succeed in compulsory education could afford students with dyslexia the opportunity for successful academic attainment in higher education. Research indicates "people with dyslexia are vastly under-represented in universities" (MacCullagh, Bosanquet, & Badcock, 2017). The opportunity for all students to have an equitable education should be a fundamental right and the following literature review analyzes the assistive technologies available to allow students with dyslexia to thrive in an educational setting.

show abstract

The effects of time-compressed audio and verbal redundancy on learner performance and satisfaction

Cited by 32 publications

References 12 publications

The interrupted learner: How distractions during live and video lectures influence learning outcomes

The interrupted learner: How distractions during live and video lectures influence learning outcomes

User Perceptions of Sound Quality: Implications for the Design and Use of Audio-Based Mobile Applications

Assistive Technologies and Academic Success for Students with Dyslexia: A Literature Review

Contact Info

Product

Resources

About