Effects of instructional video playback speed and pre-embedded questions on learning

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2024-05-03 DOI:10.1007/s12564-024-09964-3
Rong Liu, Huina Jia
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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.

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教学视频播放速度和预埋问题对学习的影响
教学视频已成为一种重要的教学资源。在相关研究中,研究人员发现教学视频的播放速度会影响学习效果。然而,当学习者选择不同的播放速度时,学习效果是否会受到视频互动设计(如预埋问题)的影响,目前尚不清楚。因此,本研究采用行为测试和眼动技术,根据教学视频的播放速度(1.0×、1.25×和1.5×)和问题嵌入类型(无问题嵌入和预埋问题),调查了90名参与者的学习效果和认知加工过程。结果表明,预埋问题不仅能提高学习者对视频主要内容的注意力,还能提高学习成绩。适当提高播放速度(1.25 倍速)有利于学习者的认知加工和学习深度,但过快的速度(1.5 倍速)则可能有害无益。预埋问题可以扩大学习者可接受的速度范围,同时保持学习效率。在预埋问题时,1.0、1.25 和 1.5 倍速度的学习效果没有明显差异。然而,1.5 倍速度的学习效果大大低于未嵌入问题时 1.0 倍和 1.25 倍速度的学习效果。本研究不仅为教学视频的相关研究提供了新的研究视角,也为教学视频的设计与开发提供了参考,从而满足学习者的个性化需求,提高在线学习的效果。
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
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).
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