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Using Supplementary Video in Multim
Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience
Abstract
The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students’ perception of important information and motivation for learning. Because of that, students can better understand and remember key points of a lecture. Those improvements represent some important learning outcomes. This research showed that segmentation of teaching materials with supplementary video clips may improve lecture organization and presentation in order to achieve effective teaching and learning. The context of the video content and the position of supplementary video clips in teaching material are important influences on factors for motivation and efficiency of learning. This research presents the effects of the use of supplementary videos with different context of content (
entertainment
and educational) as well as the effects of their position within the teaching material. The experimental results showed that the most efficient method of use of supplementary video is integration with educational video content in the middle of a lecture. This position of video insertion provides the best results. The context of video content influences efficiency of learning also.
Entertainment
video was not as efficient as educational, but it can be used to engage and motivate students for learning. The given results have been confirmed with a subjective assessment of students’ quality of experience with different methods of embedding video clips.
Keywords: Learning efficiency; student motivation; multimedia instruction; supplementary video; quality of experience
Introduction
Web-based instruction in the educational and training domains plays an important role, and its effects on learning outcomes, performance, and student satisfaction are important research topics (Olson & Wisher, 2002). Integration of video clips in teaching materials has recently attracted more attention in academic research.
The outcomes of using supplementary videos are increasing student activity and efficiency of the teaching process. An important issue is establishing a methodology of embedding video clips in multimedia teaching material in order to improve the learning process (Kay, 2012). Distance learning and college courses where the students are working individually on their projects after class are especially suitable for testing of new methods aimed at improvement of students’ work.
The main motivation for testing the effects of video clip integration into multimedia presentation is that visual stimulation with a media application familiar to the student population can increase their engagement. It is well known that Internet video traffic is constantly increasing its share of consumer Internet traffic. Social media applications such as
Facebook
, YouTube, blogs, and wikis can be used as supplemental materials in the teaching process (Burke, Snyder, & Rager, 2009).
The selection of appropriate video clips and methodology for their display within the teaching materials represents an important issue for curriculum design, leading to positive learning outcomes (McConville & Lane, 2006). The cognitive theory of multimedia learning shows that it is necessary to select relevant information and organize it into a verbal and pictorial model (Mayer, 2001). Using appropriate teaching media and methods to organize and present only relevant information may also increase the efficiency of the self-learning process (Ruiji, 2012). Evaluating the effectiveness of the use of teaching materials in video format in distance learning environments and the measuring of “viewer engagement” is important for improvement of the learning process (Stiubiener et al., 2012).
An important aspect of the learning process is students’ satisfaction, especially in the case of online learning (Roach & Lemasters, 2006). Considering this theory, students’ satisfaction, as an important outcome of a multimedia learning process, should be analyzed more closely. The quality of student satisfaction and experience depends on the method of usage of video clips in designing linear educational video materials. Therefore, the quality of the learning process may be described also with quality of experience (QoE).
In this paper, the efficiency of learning and quality of experience for different types of video clips and methods for integration in multimedia lecture presentations are analyzed.
Video as a Factor of Influence in Motivation, Satisfaction, and Successful Learning
Modern teaching processes are based on the use of multimedia teaching materials and the Internet. The cognitive theory of multimedia learning represents a foundation for the implementation of multimedia educational content presentation. This theory explains the significance of the modality principle in the learning process, as shown in Figure 1.
In order to efficiently process multimedia information it is necessary to select relevant information and organize it into a verbal and pictorial model. Processing the information is performed in two channels after receiving the auditory and visual information that appears in the working memory as verbal and pictorial information models. A rational use of resources is very important, so design of multimedia presentation is a crucial factor for the learning process outcome (Mayer, 2001; Moreno & Mayer, 1999).
Figure 1
Cognitive load theory, educational research, and instructional design are closely related, thus they should be analyzed together to achieve the best learning results (De Jong, 2010). Previous research also shows that the efficiency of the learning process is closely related to interaction between
motivational
and cognitive variables (Valle et al., 2003).
Multimedia technology has been exploited often for improving teaching and learning. Videos are a tool for engaging the verbal (linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in the learning process, especially in the self-learning process (Gardner, 2000). Positive effects of features of video clips (multi-sensory, dynamic and capable of engaging the viewer’s attention) were often used in engineering education (Marques , 2012).
Different methods of embedding and different contexts of supplementary video content can be used in the teaching process. Teachers are using multimedia presentation prepared for the course as well as additional, supplementary videos. Supplementary videos may have different contexts. Two of them are important for this research: The first is that they are closely related to the presented lecture topic and the second context is entertainment used for capturing the attention and interest of the students. Methods for integration and use of different contexts of supplementary videos in multimedia education materials are important tasks for research aiming to improve the learning process.
In this research, the purpose of supplementary video material use is to increase student’s attention on the topic of the lecture. In order to increase learning quality, two important goals should be achieved: reducing cognitive load and increasing student’s attention. Besides educational and entertainment content, it is possible to use commercial content as supplementary video. Although the commercial content may contribute to reducing the cognitive load of the student, this type of context potentially may take away students’ attention from the topic of the lecture and focus it on the commercial content. Due to that, supplementary videos with commercial content have been less relevant to this research than educational and entertainment content. In future research, the influence of supplementary videos with commercial content on students’ attention should be investigated.
Previous research explored the results of the use of videos as an educational tool (Bravo et al., 2011). In this study the authors used educational videos with a duration of approximately four minutes. They used a teaching platform based on Moodle and YouTube channels for reproduction. The study showed that streaming videos used as supporting material for learning had a positive effect upon students’ perception regarding the enhancement of their learning motivation. The study emphasized that proper definition of content and amount of information delivered through supplemental video is an important task to solve. Durations of videos and methodologies of displaying them influence the effectiveness of learning and student satisfaction. An important result of this research is that streaming supplemental videos improve students’ ability to learn in an autonomous way.
Hsin and Cigas (2013) used short videos to enhance student satisfaction and motivation for an online introductory course in computer science/mathematics. They achieved a significantly higher percentage of involved students and their average grades increased. Another method to engage and to motivate students is showing entertainment videos (Steffes & Duverger, 2012). As Steffes and Duverger reported, showing supplementary videos within an entertainment context at the beginning of the class can be used to increase the positive mood of the students. Both previous studies, Bravo et al. (2011) and Steffes and Duverger (2012), emphasize the importance of the proper design of supplementary video content and the methodology of displaying video to students. Donkor (2011) showed that use of video-based instructional materials for teaching practical skills at a distance also appears promising.
One of the key questions is the quality of experience (QoE) achieved with the presented multimedia materials. This problem is more interesting if the different contexts of the vide
Abstract
The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students’ perception of important information and motivation for learning. Because of that, students can better understand and remember key points of a lecture. Those improvements represent some important learning outcomes. This research showed that segmentation of teaching materials with supplementary video clips may improve lecture organization and presentation in order to achieve effective teaching and learning. The context of the video content and the position of supplementary video clips in teaching material are important influences on factors for motivation and efficiency of learning. This research presents the effects of the use of supplementary videos with different context of content (
entertainment
and educational) as well as the effects of their position within the teaching material. The experimental results showed that the most efficient method of use of supplementary video is integration with educational video content in the middle of a lecture. This position of video insertion provides the best results. The context of video content influences efficiency of learning also.
Entertainment
video was not as efficient as educational, but it can be used to engage and motivate students for learning. The given results have been confirmed with a subjective assessment of students’ quality of experience with different methods of embedding video clips.
Keywords: Learning efficiency; student motivation; multimedia instruction; supplementary video; quality of experience
Introduction
Web-based instruction in the educational and training domains plays an important role, and its effects on learning outcomes, performance, and student satisfaction are important research topics (Olson & Wisher, 2002). Integration of video clips in teaching materials has recently attracted more attention in academic research.
The outcomes of using supplementary videos are increasing student activity and efficiency of the teaching process. An important issue is establishing a methodology of embedding video clips in multimedia teaching material in order to improve the learning process (Kay, 2012). Distance learning and college courses where the students are working individually on their projects after class are especially suitable for testing of new methods aimed at improvement of students’ work.
The main motivation for testing the effects of video clip integration into multimedia presentation is that visual stimulation with a media application familiar to the student population can increase their engagement. It is well known that Internet video traffic is constantly increasing its share of consumer Internet traffic. Social media applications such as
, YouTube, blogs, and wikis can be used as supplemental materials in the teaching process (Burke, Snyder, & Rager, 2009).
The selection of appropriate video clips and methodology for their display within the teaching materials represents an important issue for curriculum design, leading to positive learning outcomes (McConville & Lane, 2006). The cognitive theory of multimedia learning shows that it is necessary to select relevant information and organize it into a verbal and pictorial model (Mayer, 2001). Using appropriate teaching media and methods to organize and present only relevant information may also increase the efficiency of the self-learning process (Ruiji, 2012). Evaluating the effectiveness of the use of teaching materials in video format in distance learning environments and the measuring of “viewer engagement” is important for improvement of the learning process (Stiubiener et al., 2012).
An important aspect of the learning process is students’ satisfaction, especially in the case of online learning (Roach & Lemasters, 2006). Considering this theory, students’ satisfaction, as an important outcome of a multimedia learning process, should be analyzed more closely. The quality of student satisfaction and experience depends on the method of usage of video clips in designing linear educational video materials. Therefore, the quality of the learning process may be described also with quality of experience (QoE).
In this paper, the efficiency of learning and quality of experience for different types of video clips and methods for integration in multimedia lecture presentations are analyzed.
Video as a Factor of Influence in Motivation, Satisfaction, and Successful Learning
Modern teaching processes are based on the use of multimedia teaching materials and the Internet. The cognitive theory of multimedia learning represents a foundation for the implementation of multimedia educational content presentation. This theory explains the significance of the modality principle in the learning process, as shown in Figure 1.
In order to efficiently process multimedia information it is necessary to select relevant information and organize it into a verbal and pictorial model. Processing the information is performed in two channels after receiving the auditory and visual information that appears in the working memory as verbal and pictorial information models. A rational use of resources is very important, so design of multimedia presentation is a crucial factor for the learning process outcome (Mayer, 2001; Moreno & Mayer, 1999).
Figure 1
Cognitive load theory, educational research, and instructional design are closely related, thus they should be analyzed together to achieve the best learning results (De Jong, 2010). Previous research also shows that the efficiency of the learning process is closely related to interaction between
motivational
and cognitive variables (Valle et al., 2003).
Multimedia technology has been exploited often for improving teaching and learning. Videos are a tool for engaging the verbal (linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in the learning process, especially in the self-learning process (Gardner, 2000). Positive effects of features of video clips (multi-sensory, dynamic and capable of engaging the viewer’s attention) were often used in engineering education (Marques , 2012).
Different methods of embedding and different contexts of supplementary video content can be used in the teaching process. Teachers are using multimedia presentation prepared for the course as well as additional, supplementary videos. Supplementary videos may have different contexts. Two of them are important for this research: The first is that they are closely related to the presented lecture topic and the second context is entertainment used for capturing the attention and interest of the students. Methods for integration and use of different contexts of supplementary videos in multimedia education materials are important tasks for research aiming to improve the learning process.
In this research, the purpose of supplementary video material use is to increase student’s attention on the topic of the lecture. In order to increase learning quality, two important goals should be achieved: reducing cognitive load and increasing student’s attention. Besides educational and entertainment content, it is possible to use commercial content as supplementary video. Although the commercial content may contribute to reducing the cognitive load of the student, this type of context potentially may take away students’ attention from the topic of the lecture and focus it on the commercial content. Due to that, supplementary videos with commercial content have been less relevant to this research than educational and entertainment content. In future research, the influence of supplementary videos with commercial content on students’ attention should be investigated.
Previous research explored the results of the use of videos as an educational tool (Bravo et al., 2011). In this study the authors used educational videos with a duration of approximately four minutes. They used a teaching platform based on Moodle and YouTube channels for reproduction. The study showed that streaming videos used as supporting material for learning had a positive effect upon students’ perception regarding the enhancement of their learning motivation. The study emphasized that proper definition of content and amount of information delivered through supplemental video is an important task to solve. Durations of videos and methodologies of displaying them influence the effectiveness of learning and student satisfaction. An important result of this research is that streaming supplemental videos improve students’ ability to learn in an autonomous way.
Hsin and Cigas (2013) used short videos to enhance student satisfaction and motivation for an online introductory course in computer science/mathematics. They achieved a significantly higher percentage of involved students and their average grades increased. Another method to engage and to motivate students is showing entertainment videos (Steffes & Duverger, 2012). As Steffes and Duverger reported, showing supplementary videos within an entertainment context at the beginning of the class can be used to increase the positive mood of the students. Both previous studies, Bravo et al. (2011) and Steffes and Duverger (2012), emphasize the importance of the proper design of supplementary video content and the methodology of displaying video to students. Donkor (2011) showed that use of video-based instructional materials for teaching practical skills at a distance also appears promising.
One of the key questions is the quality of experience (QoE) achieved with the presented multimedia materials. This problem is more interesting if the different contexts of the vide
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Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of ExperienceAbstractThe main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students’ perception of important information and motivation for learning. Because of that, students can better understand and remember key points of a lecture. Those improvements represent some important learning outcomes. This research showed that segmentation of teaching materials with supplementary video clips may improve lecture organization and presentation in order to achieve effective teaching and learning. The context of the video content and the position of supplementary video clips in teaching material are important influences on factors for motivation and efficiency of learning. This research presents the effects of the use of supplementary videos with different context of content (entertainment and educational) as well as the effects of their position within the teaching material. The experimental results showed that the most efficient method of use of supplementary video is integration with educational video content in the middle of a lecture. This position of video insertion provides the best results. The context of video content influences efficiency of learning also. Entertainment video was not as efficient as educational, but it can be used to engage and motivate students for learning. The given results have been confirmed with a subjective assessment of students’ quality of experience with different methods of embedding video clips.Keywords: Learning efficiency; student motivation; multimedia instruction; supplementary video; quality of experienceIntroductionWeb-based instruction in the educational and training domains plays an important role, and its effects on learning outcomes, performance, and student satisfaction are important research topics (Olson & Wisher, 2002). Integration of video clips in teaching materials has recently attracted more attention in academic research.The outcomes of using supplementary videos are increasing student activity and efficiency of the teaching process. An important issue is establishing a methodology of embedding video clips in multimedia teaching material in order to improve the learning process (Kay, 2012). Distance learning and college courses where the students are working individually on their projects after class are especially suitable for testing of new methods aimed at improvement of students’ work.The main motivation for testing the effects of video clip integration into multimedia presentation is that visual stimulation with a media application familiar to the student population can increase their engagement. It is well known that Internet video traffic is constantly increasing its share of consumer Internet traffic. Social media applications such as Facebook, YouTube, blogs, and wikis can be used as supplemental materials in the teaching process (Burke, Snyder, & Rager, 2009).The selection of appropriate video clips and methodology for their display within the teaching materials represents an important issue for curriculum design, leading to positive learning outcomes (McConville & Lane, 2006). The cognitive theory of multimedia learning shows that it is necessary to select relevant information and organize it into a verbal and pictorial model (Mayer, 2001). Using appropriate teaching media and methods to organize and present only relevant information may also increase the efficiency of the self-learning process (Ruiji, 2012). Evaluating the effectiveness of the use of teaching materials in video format in distance learning environments and the measuring of “viewer engagement” is important for improvement of the learning process (Stiubiener et al., 2012). An important aspect of the learning process is students’ satisfaction, especially in the case of online learning (Roach & Lemasters, 2006). Considering this theory, students’ satisfaction, as an important outcome of a multimedia learning process, should be analyzed more closely. The quality of student satisfaction and experience depends on the method of usage of video clips in designing linear educational video materials. Therefore, the quality of the learning process may be described also with quality of experience (QoE).In this paper, the efficiency of learning and quality of experience for different types of video clips and methods for integration in multimedia lecture presentations are analyzed.Video as a Factor of Influence in Motivation, Satisfaction, and Successful LearningModern teaching processes are based on the use of multimedia teaching materials and the Internet. The cognitive theory of multimedia learning represents a foundation for the implementation of multimedia educational content presentation. This theory explains the significance of the modality principle in the learning process, as shown in Figure 1.In order to efficiently process multimedia information it is necessary to select relevant information and organize it into a verbal and pictorial model. Processing the information is performed in two channels after receiving the auditory and visual information that appears in the working memory as verbal and pictorial information models. A rational use of resources is very important, so design of multimedia presentation is a crucial factor for the learning process outcome (Mayer, 2001; Moreno & Mayer, 1999).Figure 1Cognitive load theory, educational research, and instructional design are closely related, thus they should be analyzed together to achieve the best learning results (De Jong, 2010). Previous research also shows that the efficiency of the learning process is closely related to interaction between motivational and cognitive variables (Valle et al., 2003).Multimedia technology has been exploited often for improving teaching and learning. Videos are a tool for engaging the verbal (linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in the learning process, especially in the self-learning process (Gardner, 2000). Positive effects of features of video clips (multi-sensory, dynamic and capable of engaging the viewer’s attention) were often used in engineering education (Marques , 2012).Different methods of embedding and different contexts of supplementary video content can be used in the teaching process. Teachers are using multimedia presentation prepared for the course as well as additional, supplementary videos. Supplementary videos may have different contexts. Two of them are important for this research: The first is that they are closely related to the presented lecture topic and the second context is entertainment used for capturing the attention and interest of the students. Methods for integration and use of different contexts of supplementary videos in multimedia education materials are important tasks for research aiming to improve the learning process.In this research, the purpose of supplementary video material use is to increase student’s attention on the topic of the lecture. In order to increase learning quality, two important goals should be achieved: reducing cognitive load and increasing student’s attention. Besides educational and entertainment content, it is possible to use commercial content as supplementary video. Although the commercial content may contribute to reducing the cognitive load of the student, this type of context potentially may take away students’ attention from the topic of the lecture and focus it on the commercial content. Due to that, supplementary videos with commercial content have been less relevant to this research than educational and entertainment content. In future research, the influence of supplementary videos with commercial content on students’ attention should be investigated.Previous research explored the results of the use of videos as an educational tool (Bravo et al., 2011). In this study the authors used educational videos with a duration of approximately four minutes. They used a teaching platform based on Moodle and YouTube channels for reproduction. The study showed that streaming videos used as supporting material for learning had a positive effect upon students’ perception regarding the enhancement of their learning motivation. The study emphasized that proper definition of content and amount of information delivered through supplemental video is an important task to solve. Durations of videos and methodologies of displaying them influence the effectiveness of learning and student satisfaction. An important result of this research is that streaming supplemental videos improve students’ ability to learn in an autonomous way. Hsin and Cigas (2013) used short videos to enhance student satisfaction and motivation for an online introductory course in computer science/mathematics. They achieved a significantly higher percentage of involved students and their average grades increased. Another method to engage and to motivate students is showing entertainment videos (Steffes & Duverger, 2012). As Steffes and Duverger reported, showing supplementary videos within an entertainment context at the beginning of the class can be used to increase the positive mood of the students. Both previous studies, Bravo et al. (2011) and Steffes and Duverger (2012), emphasize the importance of the proper design of supplementary video content and the methodology of displaying video to students. Donkor (2011) showed that use of video-based instructional materials for teaching practical skills at a distance also appears promising.One of the key questions is the quality of experience (QoE) achieved with the presented multimedia materials. This problem is more interesting if the different contexts of the vide
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Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience
Abstract
The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students’ perception of important information and motivation for learning. Because of that, students can better understand and remember key points of a lecture. Those improvements represent some important learning outcomes. This research showed that segmentation of teaching materials with supplementary video clips may improve lecture organization and presentation in order to achieve effective teaching and learning. The context of the video content and the position of supplementary video clips in teaching material are important influences on factors for motivation and efficiency of learning. This research presents the effects of the use of supplementary videos with different context of content (
entertainment
and educational) as well as the effects of their position within the teaching material. The experimental results showed that the most efficient method of use of supplementary video is integration with educational video content in the middle of a lecture. This position of video insertion provides the best results. The context of video content influences efficiency of learning also.
Entertainment
video was not as efficient as educational, but it can be used to engage and motivate students for learning. The given results have been confirmed with a subjective assessment of students’ quality of experience with different methods of embedding video clips.
Keywords: Learning efficiency; student motivation; multimedia instruction; supplementary video; quality of experience
Introduction
Web-based instruction in the educational and training domains plays an important role, and its effects on learning outcomes, performance, and student satisfaction are important research topics (Olson & Wisher, 2002). Integration of video clips in teaching materials has recently attracted more attention in academic research.
The outcomes of using supplementary videos are increasing student activity and efficiency of the teaching process. An important issue is establishing a methodology of embedding video clips in multimedia teaching material in order to improve the learning process (Kay, 2012). Distance learning and college courses where the students are working individually on their projects after class are especially suitable for testing of new methods aimed at improvement of students’ work.
The main motivation for testing the effects of video clip integration into multimedia presentation is that visual stimulation with a media application familiar to the student population can increase their engagement. It is well known that Internet video traffic is constantly increasing its share of consumer Internet traffic. Social media applications such as
Facebook
, YouTube, blogs, and wikis can be used as supplemental materials in the teaching process (Burke, Snyder, & Rager, 2009).
The selection of appropriate video clips and methodology for their display within the teaching materials represents an important issue for curriculum design, leading to positive learning outcomes (McConville & Lane, 2006). The cognitive theory of multimedia learning shows that it is necessary to select relevant information and organize it into a verbal and pictorial model (Mayer, 2001). Using appropriate teaching media and methods to organize and present only relevant information may also increase the efficiency of the self-learning process (Ruiji, 2012). Evaluating the effectiveness of the use of teaching materials in video format in distance learning environments and the measuring of “viewer engagement” is important for improvement of the learning process (Stiubiener et al., 2012).
An important aspect of the learning process is students’ satisfaction, especially in the case of online learning (Roach & Lemasters, 2006). Considering this theory, students’ satisfaction, as an important outcome of a multimedia learning process, should be analyzed more closely. The quality of student satisfaction and experience depends on the method of usage of video clips in designing linear educational video materials. Therefore, the quality of the learning process may be described also with quality of experience (QoE).
In this paper, the efficiency of learning and quality of experience for different types of video clips and methods for integration in multimedia lecture presentations are analyzed.
Video as a Factor of Influence in Motivation, Satisfaction, and Successful Learning
Modern teaching processes are based on the use of multimedia teaching materials and the Internet. The cognitive theory of multimedia learning represents a foundation for the implementation of multimedia educational content presentation. This theory explains the significance of the modality principle in the learning process, as shown in Figure 1.
In order to efficiently process multimedia information it is necessary to select relevant information and organize it into a verbal and pictorial model. Processing the information is performed in two channels after receiving the auditory and visual information that appears in the working memory as verbal and pictorial information models. A rational use of resources is very important, so design of multimedia presentation is a crucial factor for the learning process outcome (Mayer, 2001; Moreno & Mayer, 1999).
Figure 1
Cognitive load theory, educational research, and instructional design are closely related, thus they should be analyzed together to achieve the best learning results (De Jong, 2010). Previous research also shows that the efficiency of the learning process is closely related to interaction between
motivational
and cognitive variables (Valle et al., 2003).
Multimedia technology has been exploited often for improving teaching and learning. Videos are a tool for engaging the verbal (linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in the learning process, especially in the self-learning process (Gardner, 2000). Positive effects of features of video clips (multi-sensory, dynamic and capable of engaging the viewer’s attention) were often used in engineering education (Marques , 2012).
Different methods of embedding and different contexts of supplementary video content can be used in the teaching process. Teachers are using multimedia presentation prepared for the course as well as additional, supplementary videos. Supplementary videos may have different contexts. Two of them are important for this research: The first is that they are closely related to the presented lecture topic and the second context is entertainment used for capturing the attention and interest of the students. Methods for integration and use of different contexts of supplementary videos in multimedia education materials are important tasks for research aiming to improve the learning process.
In this research, the purpose of supplementary video material use is to increase student’s attention on the topic of the lecture. In order to increase learning quality, two important goals should be achieved: reducing cognitive load and increasing student’s attention. Besides educational and entertainment content, it is possible to use commercial content as supplementary video. Although the commercial content may contribute to reducing the cognitive load of the student, this type of context potentially may take away students’ attention from the topic of the lecture and focus it on the commercial content. Due to that, supplementary videos with commercial content have been less relevant to this research than educational and entertainment content. In future research, the influence of supplementary videos with commercial content on students’ attention should be investigated.
Previous research explored the results of the use of videos as an educational tool (Bravo et al., 2011). In this study the authors used educational videos with a duration of approximately four minutes. They used a teaching platform based on Moodle and YouTube channels for reproduction. The study showed that streaming videos used as supporting material for learning had a positive effect upon students’ perception regarding the enhancement of their learning motivation. The study emphasized that proper definition of content and amount of information delivered through supplemental video is an important task to solve. Durations of videos and methodologies of displaying them influence the effectiveness of learning and student satisfaction. An important result of this research is that streaming supplemental videos improve students’ ability to learn in an autonomous way.
Hsin and Cigas (2013) used short videos to enhance student satisfaction and motivation for an online introductory course in computer science/mathematics. They achieved a significantly higher percentage of involved students and their average grades increased. Another method to engage and to motivate students is showing entertainment videos (Steffes & Duverger, 2012). As Steffes and Duverger reported, showing supplementary videos within an entertainment context at the beginning of the class can be used to increase the positive mood of the students. Both previous studies, Bravo et al. (2011) and Steffes and Duverger (2012), emphasize the importance of the proper design of supplementary video content and the methodology of displaying video to students. Donkor (2011) showed that use of video-based instructional materials for teaching practical skills at a distance also appears promising.
One of the key questions is the quality of experience (QoE) achieved with the presented multimedia materials. This problem is more interesting if the different contexts of the vide
Abstract
The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students’ perception of important information and motivation for learning. Because of that, students can better understand and remember key points of a lecture. Those improvements represent some important learning outcomes. This research showed that segmentation of teaching materials with supplementary video clips may improve lecture organization and presentation in order to achieve effective teaching and learning. The context of the video content and the position of supplementary video clips in teaching material are important influences on factors for motivation and efficiency of learning. This research presents the effects of the use of supplementary videos with different context of content (
entertainment
and educational) as well as the effects of their position within the teaching material. The experimental results showed that the most efficient method of use of supplementary video is integration with educational video content in the middle of a lecture. This position of video insertion provides the best results. The context of video content influences efficiency of learning also.
Entertainment
video was not as efficient as educational, but it can be used to engage and motivate students for learning. The given results have been confirmed with a subjective assessment of students’ quality of experience with different methods of embedding video clips.
Keywords: Learning efficiency; student motivation; multimedia instruction; supplementary video; quality of experience
Introduction
Web-based instruction in the educational and training domains plays an important role, and its effects on learning outcomes, performance, and student satisfaction are important research topics (Olson & Wisher, 2002). Integration of video clips in teaching materials has recently attracted more attention in academic research.
The outcomes of using supplementary videos are increasing student activity and efficiency of the teaching process. An important issue is establishing a methodology of embedding video clips in multimedia teaching material in order to improve the learning process (Kay, 2012). Distance learning and college courses where the students are working individually on their projects after class are especially suitable for testing of new methods aimed at improvement of students’ work.
The main motivation for testing the effects of video clip integration into multimedia presentation is that visual stimulation with a media application familiar to the student population can increase their engagement. It is well known that Internet video traffic is constantly increasing its share of consumer Internet traffic. Social media applications such as
, YouTube, blogs, and wikis can be used as supplemental materials in the teaching process (Burke, Snyder, & Rager, 2009).
The selection of appropriate video clips and methodology for their display within the teaching materials represents an important issue for curriculum design, leading to positive learning outcomes (McConville & Lane, 2006). The cognitive theory of multimedia learning shows that it is necessary to select relevant information and organize it into a verbal and pictorial model (Mayer, 2001). Using appropriate teaching media and methods to organize and present only relevant information may also increase the efficiency of the self-learning process (Ruiji, 2012). Evaluating the effectiveness of the use of teaching materials in video format in distance learning environments and the measuring of “viewer engagement” is important for improvement of the learning process (Stiubiener et al., 2012).
An important aspect of the learning process is students’ satisfaction, especially in the case of online learning (Roach & Lemasters, 2006). Considering this theory, students’ satisfaction, as an important outcome of a multimedia learning process, should be analyzed more closely. The quality of student satisfaction and experience depends on the method of usage of video clips in designing linear educational video materials. Therefore, the quality of the learning process may be described also with quality of experience (QoE).
In this paper, the efficiency of learning and quality of experience for different types of video clips and methods for integration in multimedia lecture presentations are analyzed.
Video as a Factor of Influence in Motivation, Satisfaction, and Successful Learning
Modern teaching processes are based on the use of multimedia teaching materials and the Internet. The cognitive theory of multimedia learning represents a foundation for the implementation of multimedia educational content presentation. This theory explains the significance of the modality principle in the learning process, as shown in Figure 1.
In order to efficiently process multimedia information it is necessary to select relevant information and organize it into a verbal and pictorial model. Processing the information is performed in two channels after receiving the auditory and visual information that appears in the working memory as verbal and pictorial information models. A rational use of resources is very important, so design of multimedia presentation is a crucial factor for the learning process outcome (Mayer, 2001; Moreno & Mayer, 1999).
Figure 1
Cognitive load theory, educational research, and instructional design are closely related, thus they should be analyzed together to achieve the best learning results (De Jong, 2010). Previous research also shows that the efficiency of the learning process is closely related to interaction between
motivational
and cognitive variables (Valle et al., 2003).
Multimedia technology has been exploited often for improving teaching and learning. Videos are a tool for engaging the verbal (linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in the learning process, especially in the self-learning process (Gardner, 2000). Positive effects of features of video clips (multi-sensory, dynamic and capable of engaging the viewer’s attention) were often used in engineering education (Marques , 2012).
Different methods of embedding and different contexts of supplementary video content can be used in the teaching process. Teachers are using multimedia presentation prepared for the course as well as additional, supplementary videos. Supplementary videos may have different contexts. Two of them are important for this research: The first is that they are closely related to the presented lecture topic and the second context is entertainment used for capturing the attention and interest of the students. Methods for integration and use of different contexts of supplementary videos in multimedia education materials are important tasks for research aiming to improve the learning process.
In this research, the purpose of supplementary video material use is to increase student’s attention on the topic of the lecture. In order to increase learning quality, two important goals should be achieved: reducing cognitive load and increasing student’s attention. Besides educational and entertainment content, it is possible to use commercial content as supplementary video. Although the commercial content may contribute to reducing the cognitive load of the student, this type of context potentially may take away students’ attention from the topic of the lecture and focus it on the commercial content. Due to that, supplementary videos with commercial content have been less relevant to this research than educational and entertainment content. In future research, the influence of supplementary videos with commercial content on students’ attention should be investigated.
Previous research explored the results of the use of videos as an educational tool (Bravo et al., 2011). In this study the authors used educational videos with a duration of approximately four minutes. They used a teaching platform based on Moodle and YouTube channels for reproduction. The study showed that streaming videos used as supporting material for learning had a positive effect upon students’ perception regarding the enhancement of their learning motivation. The study emphasized that proper definition of content and amount of information delivered through supplemental video is an important task to solve. Durations of videos and methodologies of displaying them influence the effectiveness of learning and student satisfaction. An important result of this research is that streaming supplemental videos improve students’ ability to learn in an autonomous way.
Hsin and Cigas (2013) used short videos to enhance student satisfaction and motivation for an online introductory course in computer science/mathematics. They achieved a significantly higher percentage of involved students and their average grades increased. Another method to engage and to motivate students is showing entertainment videos (Steffes & Duverger, 2012). As Steffes and Duverger reported, showing supplementary videos within an entertainment context at the beginning of the class can be used to increase the positive mood of the students. Both previous studies, Bravo et al. (2011) and Steffes and Duverger (2012), emphasize the importance of the proper design of supplementary video content and the methodology of displaying video to students. Donkor (2011) showed that use of video-based instructional materials for teaching practical skills at a distance also appears promising.
One of the key questions is the quality of experience (QoE) achieved with the presented multimedia materials. This problem is more interesting if the different contexts of the vide
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วิดีโอเพิ่มเติมในการใช้มัลติมีเดียเป็นเครื่องมือการสอนเพื่อเพิ่มประสิทธิภาพของการเรียนรู้และคุณภาพของประสบการณ์
บทคัดย่อการวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษาประสิทธิภาพของการใช้เพิ่มเติมเนื้อหาวิดีโอมัลติมีเดียสอนรวมคลิปวีดีโอการบรรยายนำเสนอมัลติมีเดียอาจเพิ่มนักเรียนรับรู้ข้อมูลสำคัญและแรงจูงใจในการเรียนรู้ เพราะนักเรียนจะสามารถเข้าใจและจดจำจุดสำคัญของการบรรยาย การปรับปรุงเหล่านั้นเป็นตัวแทนของการเรียนรู้ที่สำคัญการวิจัยพบว่า การสอน วัสดุเสริมด้วยคลิปวีดีโออาจปรับปรุงการบรรยายและการนำเสนอในองค์กรเพื่อให้บรรลุการจัดการการเรียนรู้ บริบทเนื้อหาวิดีโอและตำแหน่งของคลิปวิดีโอในการเสริมวัสดุเป็นมีอิทธิพลในด้านแรงจูงใจและประสิทธิภาพของการเรียนรู้งานวิจัยนี้ได้นำเสนอผลของการใช้วิดีโอเสริมด้วยบริบทที่แตกต่างกันของเนื้อหา (
เพื่อความบันเทิงและการศึกษา ) ตลอดจนผลของตำแหน่งของพวกเขาภายในวัสดุการสอน ผลการทดลองพบว่าวิธีการที่มีประสิทธิภาพมากที่สุดของการใช้วิดีโอเพิ่มเติมรวมกับวิดีโอการศึกษาเนื้อหาในตรงกลางของการบรรยายตำแหน่งนี้ในการแทรกวิดีโอแสดงผลที่ดีที่สุด บริบทของเนื้อหาวิดีโอที่มีประสิทธิภาพของการเรียนรู้ด้วย
วิดีโอเพื่อความบันเทิงไม่ได้มีประสิทธิภาพเท่าที่ศึกษา แต่ก็สามารถใช้ในการต่อสู้ และกระตุ้นให้นักเรียนเพื่อการเรียนรู้ผลที่ได้รับมีได้รับการยืนยันกับการประเมินคุณภาพของนักเรียน กลุ่มประสบการณ์ ด้วยวิธีการที่แตกต่างกันของการฝังวิดีโอคลิป
คำสำคัญ : ประสิทธิภาพการเรียนรู้ แรงจูงใจของนักเรียน การเรียนการสอนมัลติมีเดีย วีดีโอ เพิ่มเติม คุณภาพของประสบการณ์
บทนำ
เว็บการเรียนการสอนในการศึกษาและการฝึกอบรมที่สำคัญโดเมนเล่นบทบาทและผลต่อการเรียนรู้ การปฏิบัติงาน และความพึงพอใจของนักเรียนเป็นหัวข้อวิจัยที่สำคัญ ( โอลสัน&วิชเชอร์ , 2002 ) รวมคลิปวีดีโอสื่อการสอนนี้ได้ดึงดูดความสนใจมากขึ้นในการวิจัยทางวิชาการ
ผลของการใช้วิดีโอเสริมเพิ่มกิจกรรมนักศึกษาและประสิทธิภาพของกระบวนการสอนปัญหาที่สำคัญคือการสร้างวิธีการของการฝังวิดีโอคลิปในสื่อการสอนมัลติมีเดียเพื่อพัฒนากระบวนการเรียนรู้ ( เค , 2012 ) การศึกษาทางไกลและวิทยาลัยหลักสูตรที่นักเรียนทำงานเป็นรายบุคคลในโครงการของพวกเขา หลังจากเรียนโดยเฉพาะเหมาะสำหรับการทดสอบวิธีการใหม่เพื่อปรับปรุงงานนักศึกษา
'แรงจูงใจหลักสำหรับการทดสอบผลของคลิป บูรณาการในการนำเสนอมัลติมีเดียคือการกระตุ้นภาพกับสื่อโปรแกรมคุ้นเคยกับจำนวนนักเรียนสามารถเพิ่มการมีส่วนร่วมของพวกเขา มันเป็นที่รู้จักกันดีว่าการจราจรอินเทอร์เน็ตวิดีโออย่างต่อเนื่องเพิ่มส่วนแบ่งผู้บริโภคอินเทอร์เน็ตจราจร สื่อสังคมการใช้งานเช่น
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บทคัดย่อการวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษาประสิทธิภาพของการใช้เพิ่มเติมเนื้อหาวิดีโอมัลติมีเดียสอนรวมคลิปวีดีโอการบรรยายนำเสนอมัลติมีเดียอาจเพิ่มนักเรียนรับรู้ข้อมูลสำคัญและแรงจูงใจในการเรียนรู้ เพราะนักเรียนจะสามารถเข้าใจและจดจำจุดสำคัญของการบรรยาย การปรับปรุงเหล่านั้นเป็นตัวแทนของการเรียนรู้ที่สำคัญการวิจัยพบว่า การสอน วัสดุเสริมด้วยคลิปวีดีโออาจปรับปรุงการบรรยายและการนำเสนอในองค์กรเพื่อให้บรรลุการจัดการการเรียนรู้ บริบทเนื้อหาวิดีโอและตำแหน่งของคลิปวิดีโอในการเสริมวัสดุเป็นมีอิทธิพลในด้านแรงจูงใจและประสิทธิภาพของการเรียนรู้งานวิจัยนี้ได้นำเสนอผลของการใช้วิดีโอเสริมด้วยบริบทที่แตกต่างกันของเนื้อหา (
เพื่อความบันเทิงและการศึกษา ) ตลอดจนผลของตำแหน่งของพวกเขาภายในวัสดุการสอน ผลการทดลองพบว่าวิธีการที่มีประสิทธิภาพมากที่สุดของการใช้วิดีโอเพิ่มเติมรวมกับวิดีโอการศึกษาเนื้อหาในตรงกลางของการบรรยายตำแหน่งนี้ในการแทรกวิดีโอแสดงผลที่ดีที่สุด บริบทของเนื้อหาวิดีโอที่มีประสิทธิภาพของการเรียนรู้ด้วย
วิดีโอเพื่อความบันเทิงไม่ได้มีประสิทธิภาพเท่าที่ศึกษา แต่ก็สามารถใช้ในการต่อสู้ และกระตุ้นให้นักเรียนเพื่อการเรียนรู้ผลที่ได้รับมีได้รับการยืนยันกับการประเมินคุณภาพของนักเรียน กลุ่มประสบการณ์ ด้วยวิธีการที่แตกต่างกันของการฝังวิดีโอคลิป
คำสำคัญ : ประสิทธิภาพการเรียนรู้ แรงจูงใจของนักเรียน การเรียนการสอนมัลติมีเดีย วีดีโอ เพิ่มเติม คุณภาพของประสบการณ์
บทนำ
เว็บการเรียนการสอนในการศึกษาและการฝึกอบรมที่สำคัญโดเมนเล่นบทบาทและผลต่อการเรียนรู้ การปฏิบัติงาน และความพึงพอใจของนักเรียนเป็นหัวข้อวิจัยที่สำคัญ ( โอลสัน&วิชเชอร์ , 2002 ) รวมคลิปวีดีโอสื่อการสอนนี้ได้ดึงดูดความสนใจมากขึ้นในการวิจัยทางวิชาการ
ผลของการใช้วิดีโอเสริมเพิ่มกิจกรรมนักศึกษาและประสิทธิภาพของกระบวนการสอนปัญหาที่สำคัญคือการสร้างวิธีการของการฝังวิดีโอคลิปในสื่อการสอนมัลติมีเดียเพื่อพัฒนากระบวนการเรียนรู้ ( เค , 2012 ) การศึกษาทางไกลและวิทยาลัยหลักสูตรที่นักเรียนทำงานเป็นรายบุคคลในโครงการของพวกเขา หลังจากเรียนโดยเฉพาะเหมาะสำหรับการทดสอบวิธีการใหม่เพื่อปรับปรุงงานนักศึกษา
'แรงจูงใจหลักสำหรับการทดสอบผลของคลิป บูรณาการในการนำเสนอมัลติมีเดียคือการกระตุ้นภาพกับสื่อโปรแกรมคุ้นเคยกับจำนวนนักเรียนสามารถเพิ่มการมีส่วนร่วมของพวกเขา มันเป็นที่รู้จักกันดีว่าการจราจรอินเทอร์เน็ตวิดีโออย่างต่อเนื่องเพิ่มส่วนแบ่งผู้บริโภคอินเทอร์เน็ตจราจร สื่อสังคมการใช้งานเช่น
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