Impact of reading messages on student learning and note-taking during a video lecture

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-05-09 DOI:10.1111/jcal.13002

Tiphaine Colliot, Abraham E. Flanigan

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Abstract

Background

Many instructors transitioned their courses from face-to-face environments to computer-mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID-19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID-19 pandemic began.

Objectives

The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture-relevant and lecture-irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking.

Methods

Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture.

Results and Conclusions

No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant-lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture-relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture.

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阅读信息对学生在视频讲座中学习和记笔记的影响

背景2019年冠状病毒病（COVID-19）大流行后，许多教师将他们的课程从面授环境过渡到计算机辅助学习环境（CMLE）。本研究旨在进一步阐明在线远程会议平台影响学生成绩的条件。更具体地说，本研究调查了在通过 Zoom 远程会议平台进行视频讲座时，聊天框中显示的讲座相关信息和讲座无关信息如何影响学生的学习和笔记。结果与结论三组学生的学习成绩没有差异。然而，结果显示，与讲座信息相关组的学生即使对聊天框中出现的信息持积极态度，也比其他组的学生报告了更高的无关认知负荷。与其他两组学生相比，与讲座相关组的学生在讲座期间记录的笔记也更多，但这一结果并不显著。本研究扩展了以往调查信息如何影响课堂学习的研究。研究结果表明，允许相关讨论并不是促进课堂学习的最佳策略，因为这些信息似乎会与正在进行的讲座中呈现的其他相关信息产生竞争。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope