In EDS ansehen

The Interactive Effects of Video Type and Viewing Device on Pre-service Teachers' Learning Performance.

Gespeichert in:
Bibliographische Detailangaben
Titel: The Interactive Effects of Video Type and Viewing Device on Pre-service Teachers' Learning Performance.
Autoren: Chen, Meitan1 (AUTHOR), Ma, Wenjuan1 (AUTHOR), Yang, Xianmin1 (AUTHOR), Hu, Yongbin1 (AUTHOR) huyb@jsnu.edu.cn
Quelle: International Journal of Human-Computer Interaction. Jul2025, Vol. 41 Issue 14, p8756-8768. 13p.
Schlagwörter: STUDENT teachers, COGNITIVE load, COMPUTER monitors, EFFECTIVE teaching, IMMERSIVE design, PANORAMIC cameras
Abstract: Classroom video use in teacher education is rising, but the interplay of video type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined the interactive effects of video type (2D, panoramic) and viewing device (PC, Head-Mounted Display [HMD]) on pre-service teachers' learning performance. 143 pre-service teachers from a China university participated in a 2 × 2 randomized controlled experiment, viewing a 10-minute instructional video. Results indicate that panoramic video with HMD yielded the best learning outcomes, enhancing academic achievement, attention, presence, and immersion. Conversely, 2D video on HMD increased cognitive load. Interestingly, while PC-viewed panoramic video maximized attention, it also generated the highest cognitive load. Focus group interviews revealed the potential of immersive learning alongside challenges like motion sickness and navigation difficulties. This research provides empirical evidence for the interaction of video type and viewing devices in teacher education, informing the design of effective video-based learning. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Datenbank: Business Source Index
Beschreibung
Abstract:Classroom video use in teacher education is rising, but the interplay of video type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined the interactive effects of video type (2D, panoramic) and viewing device (PC, Head-Mounted Display [HMD]) on pre-service teachers' learning performance. 143 pre-service teachers from a China university participated in a 2 × 2 randomized controlled experiment, viewing a 10-minute instructional video. Results indicate that panoramic video with HMD yielded the best learning outcomes, enhancing academic achievement, attention, presence, and immersion. Conversely, 2D video on HMD increased cognitive load. Interestingly, while PC-viewed panoramic video maximized attention, it also generated the highest cognitive load. Focus group interviews revealed the potential of immersive learning alongside challenges like motion sickness and navigation difficulties. This research provides empirical evidence for the interaction of video type and viewing devices in teacher education, informing the design of effective video-based learning. [ABSTRACT FROM AUTHOR]
ISSN:10447318
DOI:10.1080/10447318.2024.2413307