English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 84328/112951 (75%)
造訪人次 : 22148264      線上人數 : 365
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/112494

    題名: Effects of Different Video Lecture Types on Sustained Attention, Emotion, Cognitive Load, and Learning Performance
    作者: 陳志銘
    Wang, Wen Fang
    Chen, Chih Ming
    Wu, Chung Hsin
    貢獻者: 圖檔所
    關鍵詞: 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
    日期: 2016-01
    上傳時間: 2017-09-01 10:07:44 (UTC+8)
    摘要: 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.
    關聯: Proceedings - 2015 IIAI 4th International Congress on Advanced Applied Informatics, IIAI-AAI 2015 , 385-390
    資料類型: conference
    DOI 連結: http://dx.doi.org/10.1109/IIAI-AAI.2015.225
    DOI: 10.1109/IIAI-AAI.2015.225
    顯示於類別:[圖書資訊與檔案學研究所] 會議論文


    檔案 描述 大小格式瀏覽次數


    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋