The use of video clips in engineering education

Marques, José Couto; Quintela, Joana; Restivo, Maria Teresa; Trigo, Vasco

doi:10.1109/icl.2012.6402199

Cited by 14 publications

(8 citation statements)

References 2 publications

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“…Videos are a tool for engaging the verbal (linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in the learning process, especially in the selflearning process (Gardner, 2000). Positive effects of features of video clips (multisensory, dynamic and capable of engaging the viewer's attention) were often used in engineering education (Marques , 2012). In this research, the purpose of supplementary video material use is to increase student's attention on the topic of the lecture.…”

Section: Video As a Factor Of Influence In Motivation Satisfaction mentioning

confidence: 97%

Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience

Ljubojevic

Vasković

Stankovic³

et al. 2014

IRRODL

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<p>The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students’ perception of important information and motivation for learning. Because of that, students can better understand and remember key points of a lecture. Those improvements represent some important learning outcomes. This research showed that segmentation of teaching materials with supplementary video clips may improve lecture organization and presentation in order to achieve effective teaching and learning. The context of the video content and the position of supplementary video clips in teaching material are important influences on factors for motivation and efficiency of learning. This research presents the effects of the use of supplementary videos with different context of content (entertainment and educational) as well as the effects of their position within the teaching material. The experimental results showed that the most efficient method of use of supplementary video is integration with educational video content in the middle of a lecture. This position of video insertion provides the best results. The context of video content influences efficiency of learning also. Entertainment video was not as efficient as educational, but it can be used to engage and motivate students for learning. The given results have been confirmed with a subjective assessment of students’ quality of experience with different methods of embedding video clips.</p>

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Section: Video As a Factor Of Influence In Motivation Satisfaction mentioning

confidence: 97%

Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience

Ljubojevic

Vasković

Stankovic³

et al. 2014

IRRODL

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“…Video adalah alat untuk melibatkan kecerdasan verbal (linguistik), visual (spasial), dan musik (ritmis) siswa dalam proses pembelajaran, terutama dalam proses belajar mandiri (Gardner, 2000). Efek positif dari fitur klip video (multisensoris, dinamis dan mampu menarik perhatian peserta didik) sering digunakan dalam pendidikan (Marques, 2012).…”

Section: Kajian Terkait Media Video Pembelajaranunclassified

Studi Meta-Analisis Pengaruh Video Pembelajaran Terhadap Hasil Belajar Peserta Didik

Khairani¹,

Sutisna²,

Suyanto

2019

BIOLOKUS

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Media video pembelajaran merupakan salah satu alternatif yang digunakan dalam pembelajaran. Didalam video pembelajaran dilengkapi perpaduan antara suara, gambar, ataupun animasi yang dapat divisualisasikan sehingga peserta didik lebih senang dan termotivasi untuk belajar dalam pembelajaran biologi. Penelitian ini bertujuan untuk mengetahui efektifias penggunaan video pembelajaran terhadap motivasi belajar peserta didik. Motivasi belajar yang dialami peserta didik dalam penelitian ini ditinjau berdasarkan penggunaan media video pembelajaran yang dilakukan oleh pendidik dalam pembelajaran yang dikaji berdasarkan hasil-hasil penelitian terkait yang pernah dilakukan oleh peneliti sebelumnya. Dari perolehan hasil menyatakan bahwa pendapat siswa sangat terbantu terhadap penggunaan video baik didalam negeri maupun luar negeri diperoleh persentasi rata-rata 121. Frekuansi penggunaan video bagi guru mulai dari negara maju hingga negara tertinggal, menyatakan ada yang sangat setuju hingga kurang setuju terhadap penggunaan media video pembelajaran, dengan hasil rata-rata frekuensi tersebut sebesar 191,0. Sedangkan perolehan rata-rata nilai hasil belajar diperoleh sebesar 85,30. Perolehan total rata-rata hasil belajar tersebut menyatakan bahwa, sangat tinggi terhadap penggunaan video pembelajaran.

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“…Compared to using text, content within a video can be more information rich, which is an advantage as it could allow for the possibility of tailoring the video to make it more interesting. Unsurprisingly perhaps, studies conducted within educational environments indicate that information supplied in the form of a video increased levels of attention and interactivity [ 56 , 57 , 58 ]. It has also been found that videos also pave the way towards greater emotional engagement compared to text, which could improve participants’ evaluation, judgement, and recall of information [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

Innovative Self-Confidence Webinar Intervention for Depression in the Workplace: A Focus Group Study and Systematic Development

Yunus

Musiat

Brown

2020

Behavioral Sciences

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Brief face-to-face self-confidence workshops were effective in reducing depression among the public. Technological advances have enabled traditional face-to-face interventions to be adapted using unique technology-mediated platforms. This article details the formative development of a self-confidence web-based seminar (webinar) intervention for workplace depression. The first section discusses a qualitative study that explores the feasibility and acceptability of adapting the self-confidence workshops into a webinar platform on employees in the workplace. The second section describes the systematic development of this new webinar intervention informed by the qualitative study findings, a published systematic review, and previous face-to-face self-confidence workshops. The qualitative study involves three focus groups (n = 10) conducted in a small organization. Three themes were identified relevant to the running of the new self-confidence webinars in the workplace: personal (content, time and duration preference, features of the webinar, individual participation, personalization), interpersonal (stigma from others, engagement with participants/presenter, moderated interaction), and organizational (endorsement from management, work demand). For the intervention development, the format, structure, features, and content of the self-confidence webinar intervention are described. Features such as file sharing, virtual whiteboard, live chat, and poll are explained with the intervention primarily based on cognitive behavior therapy and coping flexibility concepts.

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The use of video clips in engineering education

Cited by 14 publications

References 2 publications

Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience

Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience

Studi Meta-Analisis Pengaruh Video Pembelajaran Terhadap Hasil Belajar Peserta Didik

Innovative Self-Confidence Webinar Intervention for Depression in the Workplace: A Focus Group Study and Systematic Development

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