Yi Zhang, Ke Xu, Yun Pan, Zhongling Pi, Jiumin Yang
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引用次数: 0
Abstract
The current study investigated the effects of segmentation design and drawing on college students’ video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all (learning strategy: drawing vs passive viewing). Participants’ eye movements were recorded as they viewed the video, and data was collected regarding their learning satisfaction, cognitive load, both immediate and 7-day delayed learning outcomes, and their perceptions regarding the instructional efficiency of the lectures. The results showed that the drawing activity moderated the segmentation effect in that students did not benefit from the segmented video design when viewing passively, but did when required to draw while viewing. Furthermore, the positive effect of segmentation was mediated by drawing accuracy.
期刊介绍：
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
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