Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?

Haavisto, Mikko; Jaakkola, Tomi; Lepola, Janne

doi:10.1016/j.compedu.2023.104775

Cited by 4 publications

(2 citation statements)

References 65 publications

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“…Furthermore, it elucidated that the improved performance could be attributed to the conciseness and compactness of videos, which facilitated learning by minimizing extraneous processing and allowing FC students greater control over their learning pace. This finding of improved efficiency aligns with the prior research findings of flipped learning (Fathi et al, 2022; Haavisto et al, 2023; Tse et al, 2019). It should be admitted, however, that not all FC students completed in‐class individual exercises within the time limit.…”

Section: Discussionsupporting

confidence: 89%

Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study

Shen

2024

Computer Assisted Learning

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BackgroundInstructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments.ObjectivesThe present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments.MethodsThis study employs a convergent mixed‐methods design. Forty‐five instructional videos in three subtypes were administered in two classes over a 15‐week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (n = 25) and a blended class (n = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video‐viewing features typical of the flipped class.ResultsBoth datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video‐watching, peer interaction, knowledge retention, and transfer skills.ConclusionsThe instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation.

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Section: Discussionsupporting

confidence: 89%

Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study

Shen

2024

Computer Assisted Learning

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“…Real-time bullet chatting and virtualized interactive props in live streaming can enhance social interaction, thus alleviating the barriers to live streaming for silver consumers and enhancing their product perception. According to the modality effect [15], video explanations are easier to understand and have a lower learning load than purely graphic learning. At the level of human-computer interaction, SFV e-commerce also has the advantage of ease of use [16], and the perceived trust of online shoppers relies to some extent on perceived ease of use.…”

Section: Sfv-driven E-commercementioning

confidence: 99%

Understanding the Purchase Decisions of Silver Consumers in Short-Form Video Platforms from the Perspective of Existence, Relatedness, and Growth Needs

Yin,

Li,

Gao

et al. 2023

Behavioral Sciences

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The differentiated characteristics of the silver (elderly) group from other groups means that the previous interaction mechanism in short-form video (SFV) e-commerce is no longer applicable. Drawing on sociotechnical systems theory and the ERG theory, this study is motivated to explore the purchase intention of silver consumers in SFV platforms. We categorize the characteristics of SFV platforms into social and technical aspects, and analyze silver consumers’ purchasing decisions in terms of existence, relatedness, and growth needs. The empirical results of 284 samples show that social belonging, perceived trust, and product relevance are positive factors that promote purchase. Information diversity and social interaction have significant positive effects on social belonging and perceived trust. Recommendation affordance is significantly positively associated with perceived trust and product relevance, while platform ease of use did not have a significant effect on perceived trust. The findings provide management insights into SFV platforms to better understand the digital divide faced by silver consumers and to facilitate increased consumption.

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Jigsaw technique in foreign language classes at a non-linguistic university (using the example of working with video materials)

Aksenova,

Stolbovskaya,

Aksenova

2024

Pedagogy. Theory & Practice

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The purpose of the study is to substantiate the possibility of using the jigsaw technique in the framework of teaching a foreign language to students of non-linguistic universities when working with video materials. The article reveals the essence of cooperative foreign language teaching, as well as the theoretical and methodological foundations of such cooperative learning techniques as jigsaw. As a result of studying the sources, it was found that the introduction of the jigsaw technique is possible when working not only with texts, but also with videos. The scientific novelty lies in clarifying the methodology of working with video materials on a foreign language in a non-linguistic university based on the jigsaw technique. The result of the study is that the jigsaw technique promotes active interaction between students, increases the level of involvement in the educational process.

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Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?

Cited by 4 publications

References 65 publications

Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study

Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study

Understanding the Purchase Decisions of Silver Consumers in Short-Form Video Platforms from the Perspective of Existence, Relatedness, and Growth Needs

Jigsaw technique in foreign language classes at a non-linguistic university (using the example of working with video materials)

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