Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load

Abstract

The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students’ knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest–posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed.

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

“…To date, there are 15 published CAP-T randomized controlled trials with significant effects aimed at improving preservice teachers' knowledge about topics such as phonological awareness (Kennedy et al, 2013), curriculum-based measures , vocabulary instruction (Peeples et al, 2018), positive behavior supports (Kennedy et al, 2011), and FBAs (Hirsch et al, 2015;Kennedy et al, 2016). Kennedy et al (2016) served as a pilot study for the current research. Kennedy et al (2016) used Mayer's (2008) principles to develop and test the efficacy of CAP-Ts with respect to preservice teacher knowledge and application of FBA practices as well as perceived cognitive load as measured by NASA-Task Load Index (NASA-TLX).…”

“…Kennedy et al (2016) served as a pilot study for the current research. Kennedy et al (2016) used Mayer's (2008) principles to develop and test the efficacy of CAP-Ts with respect to preservice teacher knowledge and application of FBA practices as well as perceived cognitive load as measured by NASA-Task Load Index (NASA-TLX). In this study, the authors compared the learning outcomes of participants randomly assigned to the CAP-T condition or a traditional lecture control condition.…”

“…However, to date, studies have yet to examine the effects of specific components, such as the segmenting principle with active embedded questions. Thus, this study aims to extend previous studies (e.g., Hirsch et al, 2015;Kennedy et al, 2016) by isolating the effects of a specific, theory-driven component of the CAP-T that aligns with calls to conduct studies as a method to better understand the features of an intervention (Coyne et al, 2016;Therrien et al, 2016).…”

“…In 2014, CAP-Ts were designated as an evidence-based practice for improving preservice teachers’ knowledge and learning (Dieker et al, 2014). To date, there are 15 published CAP-T randomized controlled trials with significant effects aimed at improving preservice teachers’ knowledge about topics such as phonological awareness (Kennedy et al, 2013), curriculum-based measures (Kennedy et al, 2015), vocabulary instruction (Peeples et al, 2018), positive behavior supports (Kennedy et al, 2011), and FBAs (Hirsch et al, 2015; Kennedy et al, 2016). Kennedy et al (2016) served as a pilot study for the current research.…”

Podcast Learning Effectiveness In Higher Education In Europe: A Systematic Review

“…Another interesting issue which seem to not be very explored by research in PL is the type of Thus, future studies should also experiment on the content or typology of podcast-learning and explore its efficacy in each typology, as well as other variables, for example student educational levels, gender, socioeconomic level, student digital competency, etc. For example, Kennedy, Hirsch, Dillon, Rabideaux, Alves and Driver (2016) found podcasts used in students who will become future teachers was a success and using an experimental design, future teachers who used content podcast had better grades in an exame than those going to a traditional lecture.…”