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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/112494


    Title: Effects of Different Video Lecture Types on Sustained Attention, Emotion, Cognitive Load, and Learning Performance
    Authors: 陳志銘
    Wang, Wen Fang
    Chen, Chih Ming
    Wu, Chung Hsin
    Contributors: 圖檔所
    Keywords: Computer aided instruction;Distance education;Information science;Autonomous online learning;Distance education and tele-learning;Evaluation methodologies;Interactive learning environment;Learning performance;Media in education;Multimedia materials;Positive and negative emotions;E-learning
    Date: 2016-01
    Issue Date: 2017-09-01 10:07:44 (UTC+8)
    Abstract: Although online courseware often includes multimedia materials, exactly how different video lecture types impact student performance has seldom been studied. Therefore, this study explores how three commonly used video lectures styles affect the sustained attention, emotion, cognitive load, and learning performance of verbalizers and visualizers in an autonomous online learning scenario by using a two-factor experimental design, brainwave detection, emotion-sensing equipment, cognitive load scale, and learning performance test sheet. Analysis results indicate that, while the three video lecture types enhance learning performance, learning performance with lecture capture and picture-in-picture types is superior to that associated with the voice-over type. Verbalizers and visualizers achieve the same learning performance with the three video types. Additionally, sustained attention induced by the voice-over type is markedly higher than that with the picture-in-picture type. Sustained attention of verbalizers is also significantly higher than that of visualizers when learning with the three video lectures. Moreover, the positive and negative emotions induced by the three video lectures do not appear to significantly differ from each other. Also, cognitive load related to the voice-over type is significantly higher than that with by the lecture capture and picture-in-picture types. Furthermore, the cognitive load for visualizers markedly exceeds that of verbalizers who are presented with the voice-over type. Results of this study significantly contribute to efforts to design of video lectures and also provide a valuable reference when selecting video lecture types for online learning.
    Relation: Proceedings - 2015 IIAI 4th International Congress on Advanced Applied Informatics, IIAI-AAI 2015 , 385-390
    Data Type: conference
    DOI 連結: http://dx.doi.org/10.1109/IIAI-AAI.2015.225
    DOI: 10.1109/IIAI-AAI.2015.225
    Appears in Collections:[圖書資訊與檔案學研究所] 會議論文

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