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Segmentation's Failure to Improve Software Video Tutorials

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Název: Segmentation's Failure to Improve Software Video Tutorials
Jazyk: English
Autoři: Garrett, Nathan
Zdroj: British Journal of Educational Technology. Jan 2021 52(1):318-336.
Dostupnost: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Datum vydání: 2021
Druh dokumentu: Journal Articles
Reports - Research
Descriptors: Cognitive Processes, Difficulty Level, Intervals, Animation, Video Technology, Pacing, Computer Software, Spreadsheets, Tutorial Programs, Learner Controlled Instruction, Educational Theories
DOI: 10.1111/bjet.13000
ISSN: 0007-1013
Abstrakt: Segmentation reduces learners' cognitive load by inserting system-controlled pauses into instructional animations and video. However, many previous studies focus on conceptual knowledge, and do not allow users control over the pacing of instruction. This two-part experiment attempted to validate segmentation in the context of procedural software instruction by applying it to an Excel conditional formatting tutorial. Learners assigned to segmented video failed to show either improved knowledge transfer or decreased cognitive load. Instead, learners using the videos were able to successfully use the pause and rewind features to manage their own cognitive load. This study shows the importance of providing users with control over the pacing of instruction, and with testing educational theories when applying them in a new context.
Abstractor: As Provided
Entry Date: 2021
Přístupové číslo: EJ1284241
Databáze: ERIC
Popis
Abstrakt:Segmentation reduces learners' cognitive load by inserting system-controlled pauses into instructional animations and video. However, many previous studies focus on conceptual knowledge, and do not allow users control over the pacing of instruction. This two-part experiment attempted to validate segmentation in the context of procedural software instruction by applying it to an Excel conditional formatting tutorial. Learners assigned to segmented video failed to show either improved knowledge transfer or decreased cognitive load. Instead, learners using the videos were able to successfully use the pause and rewind features to manage their own cognitive load. This study shows the importance of providing users with control over the pacing of instruction, and with testing educational theories when applying them in a new context.
ISSN:0007-1013
DOI:10.1111/bjet.13000