{"title":"Effects of instructional video playback speed and pre-embedded questions on learning","authors":"Rong Liu, Huina Jia","doi":"10.1007/s12564-024-09964-3","DOIUrl":null,"url":null,"abstract":"<p>Instructional video has become an important teaching resource. In related studies, researchers have found that the playback speed of instructional videos affects learning effect. However, it is not clear whether the learning effect obtained when learners choose different playback speeds is affected by the interactive design of the video (e.g., such as pre-embedded questions). Therefore, in this study, behavioral tests and eye-movement techniques were used to investigate the learning outcomes and cognitive processing of 90 participants based on instructional video playback speed (1.0×, 1.25×, and 1.5×) and question embedding types (no-question embedding and pre-embedded questions). The results showed that the pre-embedded questions not only improved learners' attention to the main content of the video, but also enhanced learning performance. An appropriate increase in playback speed (1.25× speed) is beneficial to learners' cognitive processing and learning depth, but excessive speed (1.5× speed) can be detrimental. Pre-embedding questions can broaden the range of speed acceptable to learners while maintaining learning efficiency. There was no significant difference in learning outcomes between 1.0, 1.25, and 1.5 times speed when questions were pre-embedded. However, the learning effect of 1.5 times speed was considerably lower than that of 1.0 times and 1.25 times speed when no questions were embedded. This study not only provides a new research perspective for the related research of instructional videos, but also provides a reference for the design and development of teaching video, so as to meet learners' individual needs and improve the effectiveness of online learning.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"20 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Education Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12564-024-09964-3","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Instructional video has become an important teaching resource. In related studies, researchers have found that the playback speed of instructional videos affects learning effect. However, it is not clear whether the learning effect obtained when learners choose different playback speeds is affected by the interactive design of the video (e.g., such as pre-embedded questions). Therefore, in this study, behavioral tests and eye-movement techniques were used to investigate the learning outcomes and cognitive processing of 90 participants based on instructional video playback speed (1.0×, 1.25×, and 1.5×) and question embedding types (no-question embedding and pre-embedded questions). The results showed that the pre-embedded questions not only improved learners' attention to the main content of the video, but also enhanced learning performance. An appropriate increase in playback speed (1.25× speed) is beneficial to learners' cognitive processing and learning depth, but excessive speed (1.5× speed) can be detrimental. Pre-embedding questions can broaden the range of speed acceptable to learners while maintaining learning efficiency. There was no significant difference in learning outcomes between 1.0, 1.25, and 1.5 times speed when questions were pre-embedded. However, the learning effect of 1.5 times speed was considerably lower than that of 1.0 times and 1.25 times speed when no questions were embedded. This study not only provides a new research perspective for the related research of instructional videos, but also provides a reference for the design and development of teaching video, so as to meet learners' individual needs and improve the effectiveness of online learning.
期刊介绍:
The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context.
APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003.
APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).