Educational Research Review,
Journal Year:
2023,
Volume and Issue:
41, P. 100564 - 100564
Published: Nov. 1, 2023
Researchers
disagree
on
the
extent
to
which
social
cues
in
instructional
videos
influence
learning
and
learning-relevant
outcomes
processes.
The
instructor
presence
effect
states
that
visible
instructors
lead
increased
higher
scores
subjective
ratings
like
motivation,
presence,
or
affect,
but
do
not
improve
outcomes.
In
contrast,
Cognitive-Affective-Social
Theory
of
Learning
digital
Environments
outlines
how
only
enhance
social,
emotional,
motivational
processes,
they
also
potentially
promote
We
conducted
a
series
meta-analyses
explore
effects
retention,
transfer,
cognitive
load,
visual
dwell
time.
include
35
studies,
contained
46
pair-wise
comparisons
6339
participants.
Results
revealed
small,
statistically
significant
positive
including
retention
outcomes,
no
transfer
performance.
A
significantly
enhanced
affective,
ratings.
Furthermore,
we
found
reduced
time
relevant
material
perception
extraneous
load.
Significant
moderator
could
be
regarding
prior
knowledge,
domain
as
well
size
instructor.
British Journal of Educational Technology,
Journal Year:
2021,
Volume and Issue:
52(5), P. 2038 - 2057
Published: May 4, 2021
Online
learning
is
currently
adopted
by
educational
institutions
worldwide
to
provide
students
with
ongoing
education
during
the
COVID-19
pandemic.
Even
though
online
research
has
been
advancing
in
uncovering
student
experiences
various
settings
(i.e.,
tertiary,
adult,
and
professional
education),
very
little
progress
achieved
understanding
experience
of
K-12
population,
especially
when
narrowed
down
different
school-year
segments
primary
secondary
school
students).
This
study
explores
how
at
stages
their
reacted
mandatory
full-time
For
this
purpose,
we
conducted
a
province-wide
survey
which
1,170,769
Chinese
was
collected
from
Guangdong
Province
China.
We
performed
cross-tabulation
Chi-square
analysis
compare
students'
conditions,
experiences,
expectations.
Results
evidence
that
are
significantly
across
years.
Foremost,
policy
implications
were
made
advise
government
authorises
schools
on
improving
delivery
learning,
potential
directions
identified
for
future
into
learning.
Turkish Online Journal of Distance Education,
Journal Year:
2020,
Volume and Issue:
unknown, P. 68 - 89
Published: Oct. 1, 2020
The
importance
of
using
the
interactive
video
has
been
widely
recognized
in
e-learning
courses.
However,
there
are
several
variables
that
can
affect
learners'
engagement
and
their
learning
through
watching
digital
videos.
main
purpose
this
study
is
to
examine
whether
long
videos
improve
students'
performance
tests,
retention
term,
reduce
cognitive
load
compared
medium
short
An
experimental
research
was
conducted
on
a
sample
(63)
students
Faculty
Education
at
Imam
Abdul
Rahman
University
bin
Faisal
who
registered
both
courses
Technology
(EDUM
195N),
Design
Production
Multimedia
330N).
A
three-group
design
used.
results
were
analyzed
interpreted
light
theory
Cognitive
Theory
Learning.
In
findings,
researcher
presented
set
recommendations
for
use
development
content
video-based
environments.
mainly
benefit
stakeholders
education
practitioners,
specifically
universities,
schools,
companies
providing
training
distance
International Journal of Human-Computer Interaction,
Journal Year:
2018,
Volume and Issue:
35(6), P. 483 - 494
Published: April 30, 2018
This
study
explored
the
relationships
between
eye
tracking
and
traditional
usability
testing
data
in
context
of
analyzing
Algebra
Nation™,
an
online
system
for
learning
mathematics
used
by
hundreds
thousands
students.
Thirty-five
undergraduate
students
(20
females)
completed
seven
tasks
Nation™
environment.
The
participants
were
asked
to
log
in,
select
instructor
instructional
video,
post
a
question
on
collaborative
wall,
search
explanation
concept
find
information
relating
Karma
Points
(an
incentive
engagement
learning),
watch
two
videos
varied
content
difficulty.
Participants'
movements
(fixations
saccades)
simultaneously
recorded
tracker.
Usability
software
was
capture
all
participants'
interactions
with
system,
task
completion
time,
difficulty
ratings.
Upon
finishing
tasks,
System
Scale.
Important
identified
movement
metrics
such
as
rating
time.
Eye
investigated
quantitatively
using
aggregated
fixation
maps,
qualitative
examination
performed
video
replay
behavior.
Augmenting
methods,
analysis
provided
additional
insights
regarding
revisions
interface
elements
associated
these
tasks.
