Learning in double time: The effect of lecture video speed on immediate and delayed comprehension
We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs incurred by increasing video speed from 1x to 1.5x, or 2x speed, but performance declined beyond 2x speed. We also compared learning outcomes afte...
Gespeichert in:
| Veröffentlicht in: | Applied cognitive psychology Jg. 36; H. 1; S. 69 - 82 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Bognor Regis
Wiley
01.01.2022
Wiley Subscription Services, Inc |
| Schlagworte: | |
| ISSN: | 0888-4080, 1099-0720 |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs incurred by increasing video speed from 1x to 1.5x, or 2x speed, but performance declined beyond 2x speed. We also compared learning outcomes after watching videos once at 1x or twice at 2x speed. There was not an advantage to watching twice at 2x speed but if participants watched the video again at 2x speed immediately before the test, compared with watching once at 1x a week before the test, comprehension improved. Thus, increasing the speed of videos (up to 2x) may be an efficient strategy, especially if students use the time saved for additional studying or rewatching the videos, but learners should do this additional studying shortly before an exam. However, these trends may differ for videos with different speech rates, complexity or difficulty, and audiovisual overlap. |
|---|---|
| AbstractList | We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs incurred by increasing video speed from 1x to 1.5x, or 2x speed, but performance declined beyond 2x speed. We also compared learning outcomes after watching videos once at 1x or twice at 2x speed. There was not an advantage to watching twice at 2x speed but if participants watched the video again at 2x speed immediately before the test, compared with watching once at 1x a week before the test, comprehension improved. Thus, increasing the speed of videos (up to 2x) may be an efficient strategy, especially if students use the time saved for additional studying or rewatching the videos, but learners should do this additional studying shortly before an exam. However, these trends may differ for videos with different speech rates, complexity or difficulty, and audiovisual overlap. We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs incurred by increasing video speed from 1x to 1.5x, or 2x speed, but performance declined beyond 2x speed. We also compared learning outcomes after watching videos once at 1x or twice at 2x speed. There was not an advantage to watching twice at 2x speed but if participants watched the video again at 2x speed immediately before the test, compared with watching once at 1x a week before the test, comprehension improved. Thus, increasing the speed of videos (up to 2x) may be an efficient strategy, especially if students use the time saved for additional studying or rewatching the videos, but learners should do this additional studying shortly before an exam. However, these trends may differ for videos with different speech rates, complexity or difficulty, and audiovisual overlap. |
| Author | Castel, Alan D. Hoover, Kara M. Murphy, Dillon H. Kuehn, Jesse C. Agadzhanyan, Karina |
| Author_xml | – sequence: 1 givenname: Dillon H. orcidid: 0000-0002-5604-3494 surname: Murphy fullname: Murphy, Dillon H. email: dmurphy8@ucla.edu organization: University of California – sequence: 2 givenname: Kara M. orcidid: 0000-0001-8396-4734 surname: Hoover fullname: Hoover, Kara M. organization: University of California – sequence: 3 givenname: Karina orcidid: 0000-0002-1938-6068 surname: Agadzhanyan fullname: Agadzhanyan, Karina organization: University of California – sequence: 4 givenname: Jesse C. orcidid: 0000-0002-3703-2431 surname: Kuehn fullname: Kuehn, Jesse C. organization: University of California – sequence: 5 givenname: Alan D. orcidid: 0000-0003-1965-8227 surname: Castel fullname: Castel, Alan D. organization: University of California |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1325295$$DView record in ERIC |
| BookMark | eNp1kEtLw0AUhQdRsFXBPyAMuHGTOo8mmXFXik8KuqjrcDNzY0eSmThJlf57UysuRFdncb5zLveMyb4PHgk55WzCGROXYNqJVFrvkRFnWicsF2yfjJhSKpkyxQ7JuOteGWM642JEYIEQvfMv1Hlqw7qskfauwSu6XCHFqkLT01DRetB1RPruLAbatYiWBk9d06B10CMFb6nFGjaDYULTRlyh71zwx-SggrrDk289Is8318v5XbJ4vL2fzxaJkTzVidQlsGkGSmgjQQNakaKRldSQC7TcThXP0ZSVVOXU5sJalTNts4xDKS2k8oic73rbGN7W2PXFa1hHP5wsRCY4Z6nK1ECd7SiMzhRtdA3ETXH9wKVIhd62XOx8E0PXRax-GM6K7cDFMHCxHXhAJ79Q43roh5f7CK7-K5DsAh-uxs2_xcVs_vTFfwKGgI0V |
| CitedBy_id | crossref_primary_10_1007_s12564_024_09964_3 crossref_primary_10_1080_03043797_2025_2454695 crossref_primary_10_1007_s10734_024_01201_5 crossref_primary_10_1111_bjet_13535 crossref_primary_10_3390_jintelligence12040046 crossref_primary_10_1016_j_edurev_2023_100564 crossref_primary_10_1002_ase_2224 crossref_primary_10_1080_19313152_2024_2362463 crossref_primary_10_1093_teamat_hrac015 crossref_primary_10_1186_s12909_024_05311_7 crossref_primary_10_1016_j_system_2023_103192 crossref_primary_10_1002_acp_70049 crossref_primary_10_1007_s11528_024_00946_1 crossref_primary_10_1177_00472395241255972 crossref_primary_10_1002_acp_70068 crossref_primary_10_1103_PhysRevPhysEducRes_18_020130 crossref_primary_10_1007_s10648_024_09917_7 crossref_primary_10_1080_09658211_2023_2198326 crossref_primary_10_1002_acp_70026 crossref_primary_10_1007_s44186_023_00213_6 crossref_primary_10_1186_s12909_023_04491_y crossref_primary_10_1007_s10648_025_10003_9 crossref_primary_10_1007_s10660_024_09926_2 crossref_primary_10_1080_0142159X_2023_2189537 crossref_primary_10_1002_acp_4166 crossref_primary_10_3390_s24103147 crossref_primary_10_1080_09658211_2023_2198264 crossref_primary_10_1080_15391523_2025_2459130 crossref_primary_10_1186_s41235_025_00637_2 crossref_primary_10_1016_j_ijme_2025_101258 crossref_primary_10_1109_TLT_2024_3439470 crossref_primary_10_1080_00220973_2024_2306399 crossref_primary_10_1016_j_compedu_2024_105050 crossref_primary_10_1016_j_chb_2025_108556 |
| Cites_doi | 10.1037/0278-7393.15.3.371 10.1007/s11528-015-0841-2 10.1002/acp.1787 10.1080/01587919.2021.1954882 10.1207/s15516709cog1202_4 10.1016/j.tics.2010.09.003 10.4324/9780203803738.ch36 10.1207/S15326985EP3801_1 10.1016/B978-012370509-9.00168-6 10.1037/h0045106 10.1145/985692.985730 10.1177/0963721409359277 10.1037/0003-066X.51.2.102 10.1037/a0023436 10.4324/9781315697048-8 10.1207/s15326985ep4004_2 10.1145/2556325.2566239 10.1080/10447318.2018.1543084 10.1177/2347631120983481 10.1177/0956797611407929 10.1007/BF01322178 10.1146/annurev-psych-113011-143823 10.5811/westjem.2017.10.36027 10.1111/j.1460-2466.1970.tb00874.x 10.1023/B:TRUC.0000021806.17516.d0 10.1007/s10648-005-3951-0 10.1016/S0959-4752(96)00015-1 10.3389/fpsyg.2012.00320 10.1016/S0079-7421(08)60452-1 10.1037/h0021987 10.1007/978-1-4419-8126-4_6 10.1023/A:1022193728205 10.1097/ACM.0b013e31818c6902 10.1037/0022-0663.81.3.329 10.1037/0022-0663.81.4.457 10.3758/BF03202726 10.1037/h0027575 10.3389/fpsyg.2017.00422 10.1037/stl0000127 10.1002/acp.1426 10.1037/0894-4105.10.2.219 10.1207/s15516709cog2703_5 10.1016/S0022-5371(70)80103-7 10.1080/09658210802261124 10.1037/0033-2909.132.3.354 10.1037/h0030907 10.1037/h0043158 10.1037/0096-3445.133.4.643 10.1016/S0079-7421(08)60464-8 10.1007/s10648-012-9205-z 10.1145/3375462.3375466 10.1007/s10648-014-9264-4 |
| ContentType | Journal Article |
| Copyright | 2021 John Wiley & Sons Ltd. 2022 John Wiley & Sons, Ltd. |
| Copyright_xml | – notice: 2021 John Wiley & Sons Ltd. – notice: 2022 John Wiley & Sons, Ltd. |
| DBID | AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7QJ 7T9 7TK AHOVV |
| DOI | 10.1002/acp.3899 |
| DatabaseName | CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Applied Social Sciences Index & Abstracts (ASSIA) Linguistics and Language Behavior Abstracts (LLBA) Neurosciences Abstracts Education Research Index |
| DatabaseTitle | CrossRef ERIC Linguistics and Language Behavior Abstracts (LLBA) Applied Social Sciences Index and Abstracts (ASSIA) Neurosciences Abstracts |
| DatabaseTitleList | CrossRef Linguistics and Language Behavior Abstracts (LLBA) ERIC |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Psychology |
| EISSN | 1099-0720 |
| ERIC | EJ1325295 |
| EndPage | 82 |
| ExternalDocumentID | EJ1325295 10_1002_acp_3899 ACP3899 |
| Genre | article |
| GroupedDBID | --- -DZ .3N .GA .Y3 05W 0R~ 10A 1L6 1OB 1OC 1ZS 23M 31~ 33P 3WU 4.4 4ZD 50Y 50Z 51W 51Y 52M 52O 52Q 52R 52S 52T 52U 52V 52W 53G 5GY 5RE 5VS 66C 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 9M8 A01 A04 AABNI AAESR AAHHS AAHQN AAIPD AAMNL AANHP AAONW AAOUF AASGY AAXRX AAYCA AAZKR ABCQN ABCUV ABDBF ABEML ABIJN ABIVO ABJNI ABLJU ABPVW ABQWH ABSOO ABTAH ABXGK ACAHQ ACBKW ACBNA ACBWZ ACCFJ ACCZN ACFBH ACGFS ACGOF ACHQT ACMXC ACNCT ACPOU ACPRK ACRPL ACSCC ACUHS ACXQS ACYXJ ADBBV ADBTR ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADNMO ADXAS ADZMN ADZOD AEEZP AEIGN AEIMD AEQDE AEUQT AEUYR AFBPY AFFNX AFFPM AFGKR AFKFF AFPWT AFWVQ AFYRF AFZJQ AHBTC AIACR AIFKG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BY8 CS3 D-6 D-7 D-C D-D DCZOG DPXWK DR2 DRFUL DRMAN DRSSH EAD EAP EBC EBD EBS EJD EMK EPL EPS ESX F00 F01 F5P FEDTE FUBAC G-S G.N G50 GNP GODZA HAOEW HBH HF~ HGLYW HHY HVGLF HZ~ IX1 J0M JPC KBYEO KQQ LATKE LAW LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LUTES LW6 LYRES M6U MEWTI MK4 MRFUL MRMAN MRSSH MSFUL MSMAN MSSSH MXFUL MXMAN MXSSH N04 N06 N9A NF~ NNB O66 O9- OIG OVD P2P P2W P2Y P2Z P4B P4C PALCI PQQKQ Q.N Q11 QB0 QRW R.K RIWAO RJQFR ROL RVT RWI RX1 RYL S10 SAMSI SUPJJ TEORI TN5 TUS UB1 UPT V2E W8V W99 WBKPD WH7 WHDPE WIB WIH WII WIJ WOHZO WQJ WRC WSUWO WXI WXSBR XG1 XPP XSW XV2 YR2 ZCG ZHY ZY4 ZZTAW ~IA ~WP AAMMB AAYXX ABUFD ADXHL AEFGJ AETEA AEYWJ AGHNM AGQPQ AGXDD AIDQK AIDYY AIQQE CITATION O8X 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7QJ 7T9 7TK AHOVV |
| ID | FETCH-LOGICAL-c3159-39ba046a829c3a9aed25ec3f39a72ed1d4817ecbf38b4d72dd8709d661ab3da53 |
| IEDL.DBID | DRFUL |
| ISICitedReferencesCount | 49 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000721030400001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0888-4080 |
| IngestDate | Sat Nov 08 17:42:07 EST 2025 Tue Dec 02 16:28:00 EST 2025 Tue Nov 18 21:51:37 EST 2025 Sat Nov 29 05:08:49 EST 2025 Wed Jan 22 16:26:19 EST 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 1 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c3159-39ba046a829c3a9aed25ec3f39a72ed1d4817ecbf38b4d72dd8709d661ab3da53 |
| Notes | here The experiments reported in this article were formally preregistered and the stimuli, data, and analysis code have been made available on the Open Science Framework . ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ORCID | 0000-0002-5604-3494 0000-0003-1965-8227 0000-0002-1938-6068 0000-0002-3703-2431 0000-0001-8396-4734 |
| PQID | 2621105868 |
| PQPubID | 37238 |
| PageCount | 14 |
| ParticipantIDs | proquest_journals_2621105868 eric_primary_EJ1325295 crossref_primary_10_1002_acp_3899 crossref_citationtrail_10_1002_acp_3899 wiley_primary_10_1002_acp_3899_ACP3899 |
| PublicationCentury | 2000 |
| PublicationDate | January/February 2022 2022-01-00 2022-00-00 20220101 |
| PublicationDateYYYYMMDD | 2022-01-01 |
| PublicationDate_xml | – month: 01 year: 2022 text: January/February 2022 |
| PublicationDecade | 2020 |
| PublicationPlace | Bognor Regis |
| PublicationPlace_xml | – name: Bognor Regis |
| PublicationTitle | Applied cognitive psychology |
| PublicationYear | 2022 |
| Publisher | Wiley Wiley Subscription Services, Inc |
| Publisher_xml | – name: Wiley – name: Wiley Subscription Services, Inc |
| References | 1970; 9 1971; 88 2017; 8 1965; 56 2010; 19 1969; 72 1993; 21 1989; 81 2013; 64 2006; 132 2011; 15 2013; 8 2008; 2 1974; 8 1997; 7 2004; 32 2004; 133 2018; 4 2002; 41 1990 2011; 22 1970; 20 2008; 22 2011; 25 2012; 24 1998; 10 1988 2021; 8 2015; 59 2021; 42 2011 2019; 35 2008; 16 2005; 40 1988; 12 1996; 51 2003; 38 2004 2011; 37 1996; 10 1976; 10 2018; 19 1990; 2 2015; 27 2012; 3 1956; 63 2020 2017; 11 2003; 27 2017 2016 2014 2013 2008; 83 1989; 15 1962; 64 2005; 17 e_1_2_13_24_1 e_1_2_13_49_1 e_1_2_13_26_1 e_1_2_13_47_1 e_1_2_13_20_1 e_1_2_13_45_1 e_1_2_13_22_1 e_1_2_13_43_1 Nagahama T. (e_1_2_13_36_1) 2017; 11 e_1_2_13_8_1 e_1_2_13_41_1 e_1_2_13_60_1 e_1_2_13_6_1 e_1_2_13_19_1 e_1_2_13_13_1 e_1_2_13_59_1 e_1_2_13_15_1 e_1_2_13_57_1 e_1_2_13_32_1 e_1_2_13_55_1 e_1_2_13_34_1 e_1_2_13_53_1 e_1_2_13_51_1 e_1_2_13_30_1 e_1_2_13_4_1 Breslow L. (e_1_2_13_11_1) 2013; 8 e_1_2_13_2_1 Mayer R. E. (e_1_2_13_33_1) 2002 e_1_2_13_29_1 e_1_2_13_25_1 e_1_2_13_27_1 e_1_2_13_46_1 Bjork R. A. (e_1_2_13_7_1) 1988 e_1_2_13_21_1 e_1_2_13_44_1 e_1_2_13_23_1 e_1_2_13_42_1 e_1_2_13_9_1 e_1_2_13_40_1 Nelson T. O. (e_1_2_13_38_1) 1990 e_1_2_13_18_1 e_1_2_13_39_1 e_1_2_13_14_1 e_1_2_13_35_1 e_1_2_13_16_1 e_1_2_13_37_1 e_1_2_13_58_1 e_1_2_13_10_1 e_1_2_13_31_1 e_1_2_13_56_1 e_1_2_13_12_1 e_1_2_13_54_1 e_1_2_13_52_1 e_1_2_13_50_1 Sinha T. (e_1_2_13_48_1) 2014 Dunlosky J. (e_1_2_13_17_1) 2016 e_1_2_13_5_1 e_1_2_13_3_1 e_1_2_13_28_1 |
| References_xml | – volume: 15 start-page: 371 issue: 3 year: 1989 end-page: 377 article-title: Spacing effects in memory: Evidence for a two‐process account publication-title: Journal of Experimental Psychology: Learning, Memory, and Cognition – start-page: 71 year: 2011 end-page: 85 – volume: 8 start-page: 47 year: 1974 end-page: 89 – volume: 81 start-page: 457 issue: 4 year: 1989 end-page: 466 article-title: Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science publication-title: Journal of Educational Psychology – volume: 10 start-page: 47 year: 1976 end-page: 91 article-title: Repetition and memory publication-title: Psychology of Learning and Motivation – volume: 27 start-page: 431 issue: 3 year: 2003 end-page: 452 article-title: Spacing and repetition effects in human memory: Application of the SAM model publication-title: Cognitive Science – volume: 64 start-page: 417 issue: 1 year: 2013 end-page: 444 article-title: Self‐regulated learning: Beliefs, techniques, and illusions publication-title: Annual Review of Psychology – volume: 3 year: 2012 article-title: Neural oscillations carry speech rhythm through to comprehension publication-title: Frontiers in Psychology – volume: 41 start-page: 85 year: 2002 end-page: 139 – start-page: 125 year: 1990 end-page: 173 – volume: 63 start-page: 81 issue: 2 year: 1956 end-page: 97 article-title: The magical number seven, plus or minus two: Some limits on our capacity for processing information publication-title: Psychological Review – start-page: 23 year: 2016 end-page: 37 – start-page: 574 year: 2013 end-page: 593 – volume: 35 start-page: 356 issue: 4–5 year: 2019 end-page: 373 article-title: Supporting self‐regulated learning in online learning environments and MOOCs: A systematic review publication-title: International Journal of Human Computer Interaction – volume: 8 start-page: 13 year: 2013 end-page: 25 article-title: Studying learning in the worldwide classroom: Research into edX's first MOOC publication-title: Research and Practice in Assessment – volume: 15 start-page: 20 year: 2011 end-page: 27 article-title: The critical role of retrieval practice in long‐term retention publication-title: Trends in Cognitive Sciences – volume: 37 start-page: 1250 issue: 5 year: 2011 end-page: 1257 article-title: Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing publication-title: Journal of Experimental Psychology: Learning, Memory, and Cognition – volume: 40 start-page: 199 issue: 4 year: 2005 end-page: 209 article-title: Using hypermedia as a metacognitive tool for enhancing student learning? The role of self‐regulated learning publication-title: Educational Psychologist – volume: 9 start-page: 567 issue: 5 year: 1970 end-page: 572 article-title: The spacing effect: Consolidation or differential encoding? publication-title: Journal of Verbal Learning and Verbal Behavior – volume: 11 start-page: 50 issue: 1 year: 2017 end-page: 58 article-title: Effect analysis of playback speed for lecture video including instructor images publication-title: International Journal for Educational Media and Technology – start-page: 41 year: 2014 end-page: 50 – volume: 51 start-page: 102 year: 1996 end-page: 116 article-title: Consciousness and metacognition publication-title: American Psychologist – start-page: 109 year: 2017 end-page: 123 – volume: 17 start-page: 147 issue: 2 year: 2005 end-page: 177 article-title: Cognitive load theory and complex learning: Recent developments and future directions publication-title: Educational Psychology Review – volume: 22 start-page: 1126 issue: 8 year: 2008 end-page: 1141 article-title: Effects of presentation speed of a dynamic visualization on the understanding of a mechanical system publication-title: Applied Cognitive Psychology – volume: 20 start-page: 167 issue: 2 year: 1970 end-page: 173 article-title: Listener comprehension of compressed speech as a function of the academic grade level of the subjects publication-title: Journal of Communication – volume: 132 start-page: 354 issue: 3 year: 2006 end-page: 380 article-title: Distributed practice in verbal recall tasks: A review and quantitative synthesis publication-title: Psychological Bulletin – volume: 27 start-page: 153 year: 2015 end-page: 180 article-title: Picture or text first? Explaining sequence effects when learning with pictures and text publication-title: Educational Psychology Review – volume: 8 start-page: 1 year: 2017 end-page: 8 article-title: A review of self‐regulated learning: Six models and four directions for research publication-title: Frontiers in Psychology – start-page: 260 year: 2020 end-page: 269 – volume: 38 start-page: 1 issue: 1 year: 2003 end-page: 4 article-title: Cognitive load theory and instructional design: Recent developments publication-title: Educational Psychologist – start-page: 295 year: 2004 end-page: 302 – volume: 19 start-page: 51 issue: 1 year: 2010 end-page: 57 article-title: The magical mystery four: How is working memory capacity limited, and why? publication-title: Current Directions in Psychological Science – volume: 7 start-page: 161 issue: 2 year: 1997 end-page: 186 article-title: Self‐regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students publication-title: Learning and Instruction – start-page: 3 year: 2014 end-page: 14 – volume: 81 start-page: 329 issue: 3 year: 1989 end-page: 339 article-title: A social cognitive view of self‐regulated academic learning publication-title: Journal of Educational Psychology – volume: 83 start-page: 1174 issue: 12 year: 2008 end-page: 1178 article-title: Live lecture versus video‐recorded lecture: Are students voting with their feet? publication-title: Academic Medicine – volume: 88 start-page: 297 issue: 3 year: 1971 end-page: 306 article-title: Repetition and memory: Evidence for a multiple‐trace hypothesis publication-title: Journal of Experimental Psychology – volume: 42 start-page: 410 year: 2021 end-page: 440 article-title: Video use in online and blended courses: A qualitative synthesis publication-title: Distance Education – volume: 2 start-page: 65 year: 2008 end-page: 78 – volume: 4 start-page: 243 issue: 4 year: 2018 end-page: 257 article-title: The benefits and costs of speed watching video lectures publication-title: Scholarship of Teaching and Learning in Psychology – volume: 25 start-page: 943 year: 2011 end-page: 951 article-title: Cognitive load theory, modality of presentation and the transient information effect publication-title: Applied Cognitive Psychology – volume: 22 start-page: 787 year: 2011 end-page: 794 article-title: The ease‐of‐processing heuristic and the stability bias: Dissociating memory, memory beliefs, and memory judgments publication-title: Psychological Science – volume: 19 start-page: 101 year: 2018 end-page: 105 article-title: Does the podcast video playback speed affect comprehension for novel curriculum delivery? A randomized trial publication-title: The Western Journal of Emergency Medicine – volume: 10 start-page: 251 issue: 3 year: 1998 end-page: 296 article-title: Cognitive architecture and instructional design publication-title: Educational Psychology Review – volume: 2 start-page: 173 issue: 2 year: 1990 end-page: 201 article-title: Self‐regulating academic learning and achievement: The emergence of a social cognitive perspective publication-title: Educational Psychology Review – year: 1988 – volume: 64 start-page: 482 issue: 5 year: 1962 end-page: 488 article-title: The serial position effect of free recall publication-title: Journal of Experimental Psychology – volume: 59 start-page: 66 year: 2015 end-page: 74 article-title: Using time‐compression to make multimedia learning more efficient: Current research and practice publication-title: TechTrends – volume: 10 start-page: 219 issue: 2 year: 1996 end-page: 227 article-title: Effect of spaced repetitions on amnesia patients' recall and recognition performance publication-title: Neuropsychology – volume: 16 start-page: 773 issue: 7 year: 2008 end-page: 787 article-title: Working memory capacity for spoken sentences decreases with adult ageing: Recall of fewer but not smaller chunks in older adults publication-title: Memory – volume: 133 start-page: 643 year: 2004 end-page: 656 article-title: Predicting one's own forgetting: The role of experience‐based and theory‐based processes publication-title: Journal of Experimental Psychology: General – volume: 56 start-page: 148 issue: 3 year: 1965 end-page: 156 article-title: Trainability of listening comprehension of speeded discourse publication-title: Journal of Educational Psychology – volume: 72 start-page: 50 issue: 1 year: 1969 end-page: 62 article-title: Review of research on the intelligibility and comprehension of accelerated speech publication-title: Psychological Bulletin – volume: 12 start-page: 257 issue: 2 year: 1988 end-page: 285 article-title: Cognitive load during problem solving: Effects on learning publication-title: Cognitive Science – volume: 32 start-page: 1 issue: 1/2 year: 2004 end-page: 8 article-title: Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture publication-title: Instructional Science – volume: 21 start-page: 146 issue: 2 year: 1993 end-page: 155 article-title: The recency effect: Implicit learning with explicit retrieval? publication-title: Memory & Cognition – volume: 24 start-page: 369 year: 2012 end-page: 378 article-title: Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction publication-title: Educational Psychology Review – volume: 8 start-page: 133 year: 2021 end-page: 141 article-title: A literature review on impact of COVID‐19 pandemic on teaching and learning publication-title: Higher Education for the Future – ident: e_1_2_13_23_1 doi: 10.1037/0278-7393.15.3.371 – ident: e_1_2_13_43_1 doi: 10.1007/s11528-015-0841-2 – ident: e_1_2_13_32_1 doi: 10.1002/acp.1787 – ident: e_1_2_13_6_1 doi: 10.1080/01587919.2021.1954882 – ident: e_1_2_13_50_1 doi: 10.1207/s15516709cog1202_4 – ident: e_1_2_13_47_1 doi: 10.1016/j.tics.2010.09.003 – ident: e_1_2_13_5_1 doi: 10.4324/9780203803738.ch36 – ident: e_1_2_13_40_1 doi: 10.1207/S15326985EP3801_1 – ident: e_1_2_13_24_1 doi: 10.1016/B978-012370509-9.00168-6 – ident: e_1_2_13_35_1 doi: 10.1037/h0045106 – ident: e_1_2_13_56_1 doi: 10.1145/985692.985730 – ident: e_1_2_13_16_1 doi: 10.1177/0963721409359277 – ident: e_1_2_13_37_1 doi: 10.1037/0003-066X.51.2.102 – ident: e_1_2_13_28_1 doi: 10.1037/a0023436 – ident: e_1_2_13_54_1 doi: 10.4324/9781315697048-8 – ident: e_1_2_13_2_1 doi: 10.1207/s15326985ep4004_2 – ident: e_1_2_13_25_1 doi: 10.1145/2556325.2566239 – ident: e_1_2_13_58_1 doi: 10.1080/10447318.2018.1543084 – ident: e_1_2_13_45_1 doi: 10.1177/2347631120983481 – ident: e_1_2_13_30_1 doi: 10.1177/0956797611407929 – ident: e_1_2_13_60_1 doi: 10.1007/BF01322178 – ident: e_1_2_13_9_1 doi: 10.1146/annurev-psych-113011-143823 – ident: e_1_2_13_49_1 doi: 10.5811/westjem.2017.10.36027 – ident: e_1_2_13_22_1 doi: 10.1111/j.1460-2466.1970.tb00874.x – ident: e_1_2_13_41_1 doi: 10.1023/B:TRUC.0000021806.17516.d0 – ident: e_1_2_13_55_1 doi: 10.1007/s10648-005-3951-0 – ident: e_1_2_13_10_1 doi: 10.1016/S0959-4752(96)00015-1 – ident: e_1_2_13_44_1 doi: 10.3389/fpsyg.2012.00320 – start-page: 125 volume-title: The psychology of learning and motivation year: 1990 ident: e_1_2_13_38_1 – ident: e_1_2_13_3_1 doi: 10.1016/S0079-7421(08)60452-1 – ident: e_1_2_13_39_1 doi: 10.1037/h0021987 – ident: e_1_2_13_52_1 doi: 10.1007/978-1-4419-8126-4_6 – ident: e_1_2_13_53_1 doi: 10.1023/A:1022193728205 – ident: e_1_2_13_12_1 doi: 10.1097/ACM.0b013e31818c6902 – ident: e_1_2_13_59_1 doi: 10.1037/0022-0663.81.3.329 – start-page: 3 volume-title: Proceedings of the 2014 conference on empirical methods in natural language processing (EMNLP) year: 2014 ident: e_1_2_13_48_1 – start-page: 23 volume-title: Oxford library of psychology. The Oxford handbook of metamemory year: 2016 ident: e_1_2_13_17_1 – ident: e_1_2_13_51_1 doi: 10.1037/0022-0663.81.4.457 – ident: e_1_2_13_4_1 doi: 10.3758/BF03202726 – ident: e_1_2_13_20_1 doi: 10.1037/h0027575 – ident: e_1_2_13_42_1 doi: 10.3389/fpsyg.2017.00422 – ident: e_1_2_13_57_1 doi: 10.1037/stl0000127 – ident: e_1_2_13_19_1 doi: 10.1002/acp.1426 – ident: e_1_2_13_15_1 doi: 10.1037/0894-4105.10.2.219 – ident: e_1_2_13_46_1 doi: 10.1207/s15516709cog2703_5 – volume: 11 start-page: 50 issue: 1 year: 2017 ident: e_1_2_13_36_1 article-title: Effect analysis of playback speed for lecture video including instructor images publication-title: International Journal for Educational Media and Technology – volume-title: Practical aspects of memory: Current research and issues, Vol. 1. Memory in everyday life (p. 396–401) year: 1988 ident: e_1_2_13_7_1 – ident: e_1_2_13_8_1 doi: 10.1016/S0022-5371(70)80103-7 – volume: 8 start-page: 13 year: 2013 ident: e_1_2_13_11_1 article-title: Studying learning in the worldwide classroom: Research into edX's first MOOC publication-title: Research and Practice in Assessment – ident: e_1_2_13_21_1 doi: 10.1080/09658210802261124 – ident: e_1_2_13_14_1 doi: 10.1037/0033-2909.132.3.354 – ident: e_1_2_13_27_1 doi: 10.1037/h0030907 – ident: e_1_2_13_34_1 doi: 10.1037/h0043158 – ident: e_1_2_13_29_1 doi: 10.1037/0096-3445.133.4.643 – ident: e_1_2_13_26_1 doi: 10.1016/S0079-7421(08)60464-8 – start-page: 85 volume-title: Psychology of learning and motivation year: 2002 ident: e_1_2_13_33_1 – ident: e_1_2_13_13_1 doi: 10.1007/s10648-012-9205-z – ident: e_1_2_13_31_1 doi: 10.1145/3375462.3375466 – ident: e_1_2_13_18_1 doi: 10.1007/s10648-014-9264-4 |
| SSID | ssj0009612 |
| Score | 2.5161967 |
| Snippet | We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs... We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs... |
| SourceID | proquest eric crossref wiley |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 69 |
| SubjectTerms | Comprehension Delayed Learning Learning outcomes Lecture Method Metacognition Motion online learning Performance Factors Sensory integration Speech rate Study Habits video speed Video Technology |
| Title | Learning in double time: The effect of lecture video speed on immediate and delayed comprehension |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1002%2Facp.3899 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1325295 https://www.proquest.com/docview/2621105868 |
| Volume | 36 |
| WOSCitedRecordID | wos000721030400001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVWIB databaseName: Wiley Online Library Full Collection 2020 customDbUrl: eissn: 1099-0720 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0009612 issn: 0888-4080 databaseCode: DRFUL dateStart: 19960101 isFulltext: true titleUrlDefault: https://onlinelibrary.wiley.com providerName: Wiley-Blackwell |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1LS8NAEB609eDFt1itsoLoKZjs5rHxVtQiUqSIhd7CvqKFmpQ-hP57d5K0WlAQPOWwmxB2Znbm25n5FuDC1b7nCy0dHUS-4xuuHBHQ1JGhy0UcGy5EwTPbiZ6eeL8fd6uqSuyFKfkhlgduaBnFfo0GLuTk-os0VCgL2C1aWIc6tWob1KB-99zudb4od8Mi12nNiFuUxN0F9axLrxfvrjij1XpnDDS_h6uFv2lv_-dPd2CrijJJq1SLXVgz2R5sLje7-T6Iilj1lQwyovOZHBqC98zfEKs4pKzyIHlKhmWOgWC7Xk4mI-vsSJ6RwXvRcjI1RGSaINPk3A5gffrYvGFNfJ4dQK99_3L74FTXLTiK2aDGYbEUFi0LTmPFkLRb08AolrJYRNRoT_vci4ySKePS1xHV2tp6rK2DF5JpEbBDqGV5Zo6wXsr6RuanzPOMryItXR2mQeoZu5uZVIcNuFqse6IqLnK8EmOYlCzKNLFrluCaNeB8OXNU8m_8MOcQRbccv3-0EBsTmA1oLoSZVKY5SWiImDfgIW_AZSG2Xz-ctG67-Dz-68QT2KTYHlEc0TShNh3PzClsqI_pYDI-qxT0E4FW6Xg |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3dS9xAEB_0LOiL2qp4frQrSPsUTHY3yUafxHrYeh5SFHwLm91Ne3AmcncK9987k49ToYWCT3nYTQg7Mzvz25n5LcChb2Ugtc08G8bSk04ZT4c897LIVzpJnNK64pntx4OBurtLrhfgpO2Fqfkh5gduZBnVfk0GTgfSRy-sodogYke4sAhLErUI1Xvp-6_ebf-Fczeqkp1oRwphkvJb7lmfH7XvvvFGbwueKdJ8Ha9WDqe39q5fXYfVJs5kp7VifIQFV3yClfl2N9sA3VCr_mbDgtnyMRs5RjfNHzNUHVbXebAyZ6M6y8CoYa9kkwd0d6ws2PC-ajqZOqYLy4hrcoYDVKE-dn-oKr4sNuG2d35zduE1Fy54RmBY44kk04iXteKJEUTbbXnojMhFomPubGClCmJnslyoTNqYW4vWnlh08ToTVodiCzpFWbhtqphC7yhkLoLASRPbzLdRHuaBw_3M5Tbqwrd24VPTsJHTpRijtOZR5imuWUpr1oWD-cyHmoHjL3O2SHbz8fOfCLIphdmFvVaaaWOck5RHhHpDFakufK3k9s8Pp6dn1_Tc-d-JX2D54uaqn_Z_DC53YYVTs0R1YLMHnen40e3DB_M0HU7GnxttfQZ80u1o |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3dS9xAEB_sWYovrbUVz6pdQdqnYLK7STbtk6iHrcdxlAq-hc3ObntwJsfdKfjfdycfp0ILBZ_ysJMQZne-dmZ-A3AUooykxiLAOJWBtMoEOuYuKJJQ6SyzSusaZ3aYjkbq-jobr8HXrhemwYdYXbiRZNT6mgTcztAdP6CGauMjdh8uvIB1STNkerB-9mNwNXzA3E3qZKeXI-XDJBV22LMhP-7efWKNnhY8k6f52F-tDc7gzbN-dRNet34mO2kOxltYs-UWbKzU3f070C206i82KRlWt8XUMpo0_4X5o8OaOg9WOTZtsgyMGvYqtph5c8eqkk1u6qaTpWW6REZYk_d-gSrU5_Y3VcVX5Xu4Gpz_PL0I2oELgRHerQlEVmgfL2vFMyMItht5bI1wItMptxihVFFqTeGEKiSmHNFLe4bexOtCoI7FNvTKqrQ7VDHlraOQTkSRlSbFIsTExS6yXp9Zh0kfPneMz02LRk5DMaZ5g6PMc8-znHjWh8MV5axB4PgLzTbt3Wr9_LsPsimF2Ye9bjfzVjgXOU8o6o1Vovrwqd63f344Pzkd03P3fwk_wqvx2SAffhtdfoANTr0S9X3NHvSW81u7Dy_N3XKymB-0h_UPI93s4w |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Learning+in+Double+Time%3A+The+Effect+of+Lecture+Video+Speed+on+Immediate+and+Delayed+Comprehension&rft.jtitle=Applied+cognitive+psychology&rft.au=Murphy%2C+Dillon+H&rft.au=Hoover%2C+Kara+M&rft.au=Agadzhanyan%2C+Karina&rft.au=Kuehn%2C+Jesse+C&rft.date=2022&rft.pub=Wiley&rft.issn=0888-4080&rft.volume=36&rft.issue=1&rft.spage=69&rft_id=info:doi/10.1002%2Facp.3899&rft.externalDocID=EJ1325295 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0888-4080&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0888-4080&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0888-4080&client=summon |