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Instructional Effectiveness of Video Media
... Videos have many advantages, including flexibility in various environments, adaptivity to many digital innovations, time-efficiency, consistency, measurability of teaching outcomes, using both visual and audio channels of the brain, and the ability to integrate different designs (e.g. psychological designs, educational designs, artistic designs, and various formats) (Hobbs, 2006;Jones et al., 2019;Mayer, 2014;Muller, 2008;Schwartz & Hartman, 2007;Stern et al., 2020;Wetzel et al., 1994). They are generally freely available on YouTube or organization websites like SERC (Science Education Resource Center) or IRIS education (Incorporated Research Institutions for Seismology). ...
... Geoscientists recognize the effectiveness of videos and animations and their ability to share educational information within communities (Mosher & Keane, 2021;Wang et al., 2022a) and there has been significant research about best practices for design and use of educational geoscience videos (e.g., Wetzel et al., 1994;Stern et al., 2020;St. John et al., 2021). ...
... The second suggestion highlights referential fidelity theory, which suggests that learning is improved when both more realistic (high-fidelity) visual materials and the more abstract, conceptual and simplified materials (low-fidelity) are shown (Friedman, 1993;Schnotz & Bannert, 2003). This strategy requires that learners be able to correlate both models and use these to construct a single mental model (Wetzel et al., 1994). Geoscience students need to be able to apply simplified conceptual models to the realities they observe in the field, which is why we recommend that geoscientists consider using this strategy in their geoscience videos for PBE. ...
Geographic context is important for Earth Science education but different places have different geological complexities and effectively establishing geoscientific context can be difficult. Well-designed videos can help geoscience educators introduce geologically significant places to undergraduate geoscience students. However, there is no established framework to guide geoscientists who want to create instructional videos for place-based geoscience education. In this commentary, we share a framework including writing a narrative and generating visual materials as well as considering key psychological principles and universal design elements to improve geoscience video effectiveness. The design framework was created based on the place-based education framework, salient elements of cognitive theory of multimedia learning, and the framework of motivational design. More design recommendations were given by summarizing our experience of making and assessing a 6-minute geosicence video about the Permian Basin of W. Texas and SE New Mexico and other best practice of making the same type of videos in peer reviewed articles. We find that well-designed geoscience videos can improve geoscience majors’ knowledge about local geology and understanding of connections between place and people. The generalized video-making workflow and design recommendations can help geoscientists make their own geoscientific videos for undergraduates.
... VR (VR) is a promising technology for creating highly immersive and multisensory customer experiences [46]. VR stimulates individuals by providing differentiated content while maximising user immersion, presence, and experience satisfaction by presenting vivid and realistic information [47][48][49][50]. In various retail settings, VR is used as a shopping tool to deliver product information with vibrant imagery and interactive cues and as a new medium to stimulate consumers' imagination through sensory information. ...
... Customers can also learn about raw product materials and other detailed information through the VR 720° disassembly displays. VR experiences may reduce cognitive load and stimulate imagination, assisting the mind's capacity to conceptualise [50]. The knowledge richness of VR customer education fits well with the divergent thinking mode initiated by customers, and is driven by intrinsic motivation. ...
... By truly inhabiting the scenario, the learner develops a far stronger sense of presence and engagement, leading to more meaningful knowledge transfer and superior application of concepts (Moreno & Mayer, 2000). Moreover, VR's multimodal sensory feedback reduces cognitive load and enhances learning motivation (Wetzel, Radtke, & Stern, 1994;McLellan, 2004), resulting in better academic performance (Wilbourne, 2006). Immersive learning environments encourage deeper learning and better educational outcomes (Roblyer, 2006;Yang & Heh, 2007). ...
The rapid growth of technology marked the start of a new era in education, putting into question the established pedagogical practices and requiring innovative methods to prepare HEI students for the future. This study attempts to shed light on the innovations, bringing forth new methods in current education by practicing with the principles of sustainable education. The implementation of the study involves explaining contemporary practices within the Entrepreneurship course in the Metaverse and analyzing in-depth interviews where students evaluated their experiences with the Second Life platform. Virtual worlds reduce the environmental impact of traditional education methods, providing a sustainable learning platform
and increasing students' awareness and understanding of environmental issues. Additionally, students benefit from interaction opportunities on the virtual world platform, receiving support on work and projects, improving language and communication skills, and gaining support for potential business ideas through connections with people from diverse languages, geographies, and expertise areas.
... Video/audio is a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual. The richness of these forms of information (images, motion, sound, and, at times, text) benefits learners, by enabling them "… to learn through both verbal and visual means, to view actual objects and realistic scenes, to see sequences in motion, and to view perspectives that are difficult or impossible to observe in real life" (Wetzel, 1994). In addition, Marshall (2002) details three theories that explain how learning may occur via well-selected video / audio "based on the ability of the entertaining media to engage the learner, activate emotional states, initiate interest in a topic, and allow for absorption and processing of information". ...
A virtual learning environment (VLE) can be an effective platform for enhancing academic listening skills. Through features like recorded lectures, interactive audio exercises, and real-time communication tools, students can practice listening in various academic contexts. VLEs often offer flexible learning schedules, allowing students to revisit audio materials at their own pace, which helps reinforce understanding. Additionally, integrated assessment tools can track progress and provide feedback, making the learning process more personalized and efficient.
... In addition to changing gaming, virtual reality (VR) has the potential to completely change the film and television industries by immersing spectators in the action. Virtual reality (VR) has the potential to create a whole virtual tourism sector, allowing people to visit locations they would never be able to see in person [21][22]. Overall, this literature review serves the purpose of covering how different types of VR applications can be utilized, as well as providing information on the emerging applications and Future directions of using VR technology in various fields and domains. ...
Recent advancements in technology, notably immersive virtual reality (IVR) and the Meta-verse, are indicating novel trajectories for the future. The integration of animation and multimedia into learning has evolved with the provision of complete Virtual Reality Learning Environments. This shift underscores a transformation in Web-based education, moving away from traditional multimedia towards a more immersive, interactive, and intuitive VR learning landscape. VR, utilizing 3D models, emulates real-world scenarios, re-discussion on effective pedagogy and leveraging technological innovations is reignited. This paper introduces the application of Web-based 3D technologies with a focus on VR features, identifying forthcoming trends aimed at enhancing immersive experiences, augmenting interactivity, and exploring additional pedagogical value and application contexts. Additionally, it emphasizes the importance of anticipating future emerging trends and applications of VR in education, underscoring its potential to revolutionize learning experiences. The conclusion presents guidelines for the efficient utilization of VR, addressing limitations and discussing implications for future research in VR education.
... Discover Education (2024) 3:65 | https://doi.org/10.1007/s44217-024-00154-2 conceptualize knowledge information [102]. Imagination can be considered as a melting boundary between reality and the virtual world due to its function of generating an internal perception of the external stimuli (real world/virtual world) perceived through different senses, which in turn can influence the external perception of the learner [91]. ...
In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and integrating the information provided effectively and help them select, organize, and integrate information into a coherent mental model. Yet, learners often do not use such strategies spontaneously, so pre-training of the learning strategy is recommendable. IVR provides a spatial context for learning, where an essential strategy for promoting learning is to integrate auditory knowledge information into visually perceived space. We hypothesize that this can be done effectively through imagination, i.e., learners mentally visualize auditory information. This study investigated an imaginative pre-training strategy that targets integrating visual-spatial and auditory knowledge information. In a pre-post between-subjects design, we tested the effects of imaginative strategy pre-training. Students received either a pre-training (EG = 30) or no training (CG = 30) before exploring an iVR learning environment. Against our expectations, the EG did not outperform the CG on semantic and spatial knowledge. These findings may be explained by the demands on learners to process sensory input, and focus directed attention in a spatial iVR environment, suggesting that imagination strategies need to be anchored and complemented by other selection and organization strategies. This study contributes to a critical understanding of the possibilities and limitations of iVR in education, shedding light on the learners' processes and needs.
... The use of videos in second and foreign language classrooms experienced a boom in the late 1970s, declined in the 1980s, and then rose again in the 1990s for instructional purposes across all skills (Lonergan, 1992;Mejia, 1989;Singer & Singer, 1998;Stempleski & Arcario, 1992;Wetzel, Radtke & Stern, 1994). By the turn of the century, the use of videos for teaching and learning was once again on the rise thanks to Internet-transmitted videos, the revolutionary rise of YouTube, and similar live or edited transmissions like vodcasts. ...
The study aimed to assess the impact of video-based training on students' linguistic development using VODcasts. It used an experimental approach with a pretest, posttest, and control group design. The experimental group received instruction through a remedial program incorporating authentic video material and dramatised literary works, while the control group received audio materials. The experimental group showed significant improvements in all language skills, while the control group did not. The results suggest that using real videos to teach language is a successful method, leading to proficient listening, reading comprehension, speaking, and writing skills in the experimental group.
... The advantages of using video as a tool for teacher learning in both teacher preparation and in-service professional development have recently been highlighted by many authors (among others, Alsawaie & Alghazo, 2010;Borko et al., 2008;Borko, Koellner, Jacobs, & Seago, 2011;Brophy, 2004;Ghousseini & Sleep, 2011;Hixon & So, 2009;Krammer et al., 2006;Lampert & Ball, 1998;Seidel et al., 2011;Stockero, 2008; van Es & Sherin, 2008;Wang & Hartley, 2003;Wetzel, Radtke, & Stern, 1994). Teacher educators benefi t from the technological advances that have created new affordances since the early use of video originated at Stanford University in the context of microteaching experiences (Santagata, Gallimore, & Stigler, 2005). ...
Die technologischen Fortschritte der vergangenen Jahre haben den Zugang zu Unterrichtsvideos stark vereinfacht und dadurch deren Verfügbarkeit merklich gesteigert. Es wird daher zunehmend wichtig, Modelle bereitzustellen, die sowohl die Lehrerinnen- und Lehrerbildung als auch die Forschung im Umgang mit Videos anleiten. Im vorliegenden Beitrag wird ein entsprechendes Modell vorgestellt, das vier Komponenten aufweist, die in den folgenden Fragestellungen zum Ausdruck kommen: (1) Worin besteht das Ziel, wenn Lehrpersonen mit Videos lernen? (2) Welche Arten von Videos sind für dieses Ziel am besten geeignet? (3) Welche Formen des Videoeinsatzes und der Anleitung vermögen dieses Ziel am effektivsten zu unterstützen? (4) Wie kann festgestellt werden, ob das Ziel auch erreicht wurde? Jede dieser vier Komponenten wird anhand von bereits vorliegenden Forschungserkenntnissen und deren Diskussion illustriert. Das Fazit am Ende des Beitrags unterstreicht die Bedeutung eines systematischen Einsatzes von Unterrichtsvideos. Denn nur auf dieser Basis können Anhaltspunkte zusammengetragen werden, die es erlauben, die Forschung zum Lernen von Lehrerinnen und Lehrern voranzutreiben und verbesserte Lernumgebungen zu entwickeln.
... The advantages of using video as a tool for teacher learning in both teacher preparation and in-service professional development have recently been highlighted by many authors (among others, Alsawaie & Alghazo, 2010;Borko et al., 2008;Borko, Koellner, Jacobs, & Seago, 2011;Brophy, 2004;Ghousseini & Sleep, 2011;Hixon & So, 2009;Krammer et al., 2006;Lampert & Ball, 1998;Seidel et al., 2011;Stockero, 2008; van Es & Sherin, 2008;Wang & Hartley, 2003;Wetzel, Radtke, & Stern, 1994). Teacher educators benefi t from the technological advances that have created new affordances since the early use of video originated at Stanford University in the context of microteaching experiences (Santagata, Gallimore, & Stigler, 2005). ...
Die technologischen Fortschritte der vergangenen Jahre haben den Zugang zu Unterrichtsvideos stark vereinfacht und dadurch deren Verfügbarkeit merklich gesteigert. Es wird daher zunehmend wichtig, Modelle bereitzustellen, die sowohl die Lehrerinnen- und Lehrerbildung als auch die Forschung im Umgang mit Videos anleiten. Im vorliegenden Beitrag wird ein entsprechendes Modell vorgestellt, das vier Komponenten aufweist, die in den folgenden Fragestellungen zum Ausdruck kommen: (1) Worin besteht das Ziel, wenn Lehrpersonen mit Videos lernen? (2) Welche Arten von Videos sind für dieses Ziel am besten geeignet? (3) Welche Formen des Videoeinsatzes und der Anleitung vermögen dieses Ziel am effektivsten zu unterstützen? (4) Wie kann festgestellt werden, ob das Ziel auch erreicht wurde? Jede dieser vier Komponenten wird anhand von bereits vorliegenden Forschungserkenntnissen und deren Diskussion illustriert. Das Fazit am Ende des Beitrags unterstreicht die Bedeutung eines systematischen Einsatzes von Unterrichtsvideos. Denn nur auf dieser Basis können Anhaltspunkte zusammengetragen werden, die es erlauben, die Forschung zum Lernen von Lehrerinnen und Lehrern voranzutreiben und verbesserte Lernumgebungen zu entwickeln.
... Along with the material development processes of educational videos in biology teaching, video sharing with peers will enable students to develop constructive thinking by providing both today's technology-oriented tools and multidimensional perspectives on biology and life (Jonassen, 1999). Considering that the importance of educational technologies in teaching is emphasized day by day (Byers, 1997;Wetzel, Radtke, & Stern, 1994;Snelson, 2008;Ozan, 2015), future teachers' views on the use of educational videos in the field education gain importance. Especially with the pandemic process experienced all over the world, the fact that teacher candidates have innovative and versatile thoughts in terms of developing materials in biology teaching with educational videos that are frequently used in education will be a positive support in the development of teaching in biology with educational videos. ...
... Cognitive abilities of trainees vary (see Section 2.2.2), and this includes the ability to process and organise information that is presented at a given rate (Schwan and Riempp, 2004). Lack of adaptability in processing different presentation rates may thus lead to shallow processing or even cognitive overload, as shown by different studies on learning from video media (Wetzel, Radtke et al., 1994). Giving trainees control over training videos allows them to adjust the pace of the presentation to their individual cognitive needs, supporting self-regulated information processing . ...
This report offers a contemporary framework for identifying and understanding such factors. The framework was defined over a period of three years, after a thorough literature search and through a series of expert meetings of the HFM-292 “Understanding and Reducing Skill Decay” Research Task Group. The resulting framework highlights 38 factors that influence skill fade, organised into three categories: person-related, task-related, and training and education-related factors. This report provides a detailed description of each factor, the direction of its effect on competence acquisition and retention, and the supporting evidence from existing scientific literature. Moreover, it summarises the nine main psychological mechanisms that underlie the factors. Finally, key approaches for competence retention and recommendations for future developments are outlined, considering the context of both researchers and practitioners in the field.
... pictures vs. words) are more memorable than pallid imagery (Clark & Paivio, 1991;Paivio, 1969;1971;1986), and research on visual attention has identified both color (e.g. Wolfe & Horowitz, 2004) and motion (for a review, see Wetzel et al., 1994) as visual features that attract attention. Within the field of psychology and law, vivid testimony is known to have powerful effects on jurors' memory and affect (Bell & Loftus, 1985), and a number of influential studies have shown that demonstrative aids such as photographs (Bright & Goodman-Delahunty, 2006Douglas et al., 1997;Salerno & Bottoms, 2009) and videos (Fishfader et al., 1996;Kassin & Garfield, 1991) have a stronger persuasive impact on jurors' judgments than verbal descriptions alone. ...
The current study explored how a computer-generated animation (CGA) illustrating a defendant’s version of events affected jurors’ judgments in a mock second-degree murder trial. We hypothesized that mock jurors who viewed a CGA illustrating the defendant’s testimony would be more likely to acquit compared to those who viewed static visual images or did not view a visual aid, and that this effect would occur regardless of whether the narrative depicted in the CGA was corroborated by pertinent testimonial evidence. In this 2 (testimony congruence: incongruent vs. congruent) x 3 (testimony modality: no-aid vs. static visual aid vs. computer-generated animation) between-subjects design, undergraduate students (N = 238) read a transcript from a fictitious trial and heard the defendant’s testimony in one of three modalities. Across congruence conditions, participants were significantly more likely to acquit the defendant when his testimony was accompanied by a CGA (OR = 5.08), compared to a static visual aid or with no-aid. Our results suggest that CGAs may have a disproportionate impact on jurors’ judgments compared to traditional forms of demonstrative evidence. Whether this impact is facilitative or prejudicial, however, depends on whether the content of the animation is congruent or incongruent with other case evidence.
... Video has been used in teaching and learning for decades (Wetzel, Radtke, and Stern 1994), often exploiting what Norman (1993) called the experiential and reflective modes of cognition. A creative mode of cognition (Evi-Colombo, Cattaneo, and Bétrancourt 2020) can be adopted as well, which focuses on exploiting the interactive affordances of video that technological advancement has afforded. ...
The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research.
... Bei einem Video handelt es sich um eine dynamische (audio-)visuelle Repräsentation, die Inhalte in fotorealistisch darbietet (vgl. Wetzel, Radtke & Stern 1994). Findeisen, Horn & Seilfried (2019, 18) de nieren Erklärvideos in Anlehnung an Wolf (2015): "Erklärvideos sind eigenproduzierte, kurze Filme, in denen Inhalte, Konzepte und Zusammenhänge erklärt werden (Erklärvideos im engeren Sinne) oder Tätigkeiten und Prozesse demonstriert und kommentiert werden (Tutorial), jeweils mit der Intention, beim Betrachter ein Verständnis zu erreichen bzw. ...
Die neuen digitalen Medien sind im Leben der Kinder allgegenwärtig und spielen eine immer zentralere Rolle. Eine beliebte Online-Plattform ist YouTube, wo Kinder verschiedene Arten von Videos ansehen oder selbst hochladen. Dies geschieht nicht nur in einem Freizeitkontext, sondern auch im schulischen Kontext. Es gibt alle Arten von Erklärungsvideos zu allen möglichen Schulthemen. Die Erklärvideos dienen unter anderem dazu, das Gelernte zu vertiefen oder das Unverstandene zu lernen. Die KIM-Studie (2020) zeigt deutlich, dass die Nutzung von Erklärvideos mit dem Alter der Kinder zunimmt. Die Bedeutung von Erklärvideos im schulischen Kontext darf nicht unterschätzt werden.
... They also recommended that the elements that apprehend the notions of effectiveness in the online class include learners' association & involvement, technology self-efficacy, anticipated benefits from the technology engaged, corresponding benefit or disadvantage of online delivery & cognitive engagement of the participants (students). Several surveys have proved that there exists meagre or no distinction among the performance of the learners in comparison to the academic broadcasting & personal interactive teaching as researched by Wetzel et al. (1994) or amongst recorded lecture-based teaching & personal interactive teaching as per Storck and Sproull (1995). According to another research study that was conducted by Leidner and Jarvenpaa (1993) and another by Dillon and Gunawardena (1995), there are 3 primary components which affect performance of online delivery which include (a) technology, (b) the traits of the instructor & (c) the student's traits. ...
Purpose of the research:
With online education taking centerstage in recent times, the primary objective of this study is to find out the student perception of online classes from teachers who had no past experience of online teaching, with respect to their teaching effectiveness, teaching style and pedagogy in an online classroom. This study is exploratory in nature. Using a structured questionnaire, 356 completed responses were received and analysed using the available research tools.
Principle results:
The dynamics of education have changed overnight. The findings of the study indicate that pedagogy, teaching style and teaching effectiveness significantly affect student perception towards online classes by first time online teachers.
Major conclusions:
The role of the teachers has changed drastically and there is a need for them to prepare themselves for the new normal using the suitable pedagogical tools for creating an effective online classroom.
... Visualizations have been shown to target a wide range of learners, engaging student interest and providing motivation to learn (Byrne et al., 1999). In addition, "dynamic visualization of ideas can enhance cognitive meaning" (Wetzel et al., 1994) and enable students "to build concrete mental models" (Ben-Ari et al., 2011). These advantages of visualizations must be mindful of results in both the fields of program visualization (PV) and algorithm visualization (AV) indicating: "how students use AV technology has a greater impact on effectiveness than what AV technology shows them" (Hundhausen et al., 2002). ...
The goal of the Databases for Many Majors project is to engage a broad audience in understanding fundamental database concepts using visualizations with color and visual cues to present these topics to students across many disciplines. There are three visualizations: introducing relational databases, querying, and design. A unique feature of these learning tools is the ability for instructors in diverse disciplines to customize the content of the visualization’s example data, supporting text, and formative assessment questions to promote relevance to their students. This paper presents a study on the impact of the customized introduction to relational databases visualization on both conceptual learning and attitudes towards databases. The assessment was performed in three different courses across two universities. The evaluation shows that learning outcomes are met with any visualization, which appears to be counter to expectations. However, students using a visualization customized to the course context had more positive attitudes and beliefs towards the usefulness of databases than the control group.
... Accordingly, the principal objective of this study is to explore whether the human movement effect remains stable across time. In addition, most of the available evidence for the human movement effect is based on learning fine motor skills (i.e., activities that involve manual dexterity and often require coordinating movements of the hands and fingers with the eyes) such as knot tying, assembly, first-aid procedures, puzzle construction, or origami tasks (e.g., Arguel & Jamet, 2008;Park & Hopkins, 1993;Wetzel et al., 1994). Yet to date, no studies have explored whether this phenomenon could also occur in learning gross motor skills (i.e., movements that involve large muscle groups). ...
Objectives
The aim of the current study was to investigate the robustness of the human movement effect and its stability over time by comparing the effectiveness of dynamic and static presentations on acquisition and retention of a gross motor skill.
Methods
One hundred and seven first‐year students studying for the certificate in Physical Education course were randomly divided into three groups: (i) static pictures (N = 32), (ii) enriched static pictures with arrows (N = 34), and (iii) video (N = 41). They were instructed to observe the demonstration of the Ippon‐Seoi‐Nage (a Judo technique) and reproduce it during the acquisition phase or after a delay of 1 week during the retention phase.
Results and Conclusions
The results showed that enriched static pictures (with arrows) resulted in more efficient learning than the static pictures (without arrows). Most importantly, it was shown that learners receiving the video presentation outperformed learners receiving the static presentations, with regard to acquisition and retention, indicating therefore a robust human movement effect.
Implications
These findings provide confirmation of the superiority of video presentations for teaching and learning motor skills involving the entire human body.
... En effet, ces avancées offrent l'opportunité de produire des vidéos directement en contexte professionnel pour une exploitation quasi immédiate. Cela ouvre la voie à de nouvelles perspectives en formation d'adultes en rendant possible une analyse des situations professionnelles et des gestes professionnels par les apprenants eux-mêmes, facilitée par la possibilité d'arrêter et de reprendre la diffusion au gré des besoins (Wetzel, Radtke et Stern, 1994). ...
Depuis plus de 50 ans, la vidéoformation s’est progressivement déployée dans les cursus de formation d’adultes au gré des évolutions technologiques, au point de devenir aujourd’hui quasi incontournable, particulièrement dans les domaines de l’éducation et de la santé. Constituant une opportunité de faire entrer le métier dans les cursus de formation, la vidéoformation se révèle d’une grande complexité dès lors que l’on souhaite en saisir les intérêts, les bénéfices, mais aussi les limites et les précautions inhérentes à sa mise en œuvre, tant pour les concepteurs-formateurs que pour les apprenants. Cette note de synthèse se propose de faire le point sur la vidéoformation en formation d’adultes. Elle présente en premier lieu une réflexion sur les évolutions historiques et les développements technologiques qui ont accompagné son déploiement. Par la suite, à partir d’un examen de la littérature scientifique internationale, elle s’attache à présenter les différentes conceptions épistémologiques ainsi que les approches et les usages qui en découlent. Elle se conclut par une brève réflexion relative aux nécessaires précautions éthiques qu’implique le recours à l’image.
... Historically, retention of distance learners has been problematic with dropout rates disproportionably high compared to traditional course settings (Richards & Ridley, 1997;Wetzel, Radtke, & Stern, 1994). A dropout rate of 30 to 50 percent was not uncommon (Moore & Kearsley, 1996). ...
In 1999, the University of West Florida launched an online Instructional Technology master's program. Students enrolled in this online program can be divided into two groups: 1) "local" students who, for various reasons, prefer the online courses, and 2) students at a geographical distance. The purpose of this study was to identify factors influencing the satisfaction of these students with the online courses. A second purpose was to ascertain any difference in satisfaction levels between the two groups. The Biner instrument (1993) was modified to accommodate questions relating to online courses. Fifty-two respondents from a sample of 200 participants completed the online survey. The results indicated student satisfaction in online courses is influenced by three constructs: instructor variables, course management, and technical issues. The statistical analysis did not reveal significant differences in satisfaction between the two groups. However, when the researchers compared the differences in distribution of responses between the two groups, some interesting differences were found.
... Madini and Alshaikhi (2017) found that the variable of imagination was a highly important feature for high-immersion VR systems that utilized HMDs. Furthermore, Huang et al. (2010) proposed that VR is extremely useful when addressing issues that require creativity and visualization because virtual reality learning environments can simulate the real world which then initiates the imagination of the learner, helping the mind's capacity to conceptualize (Wetzel et al., 1994). Therefore, creative imagination enables learners to visualize new ideas and concepts in their minds that are not immediately presented to their senses (Singer, 2000) and aids users in achieving learning goals in VR learning environments (Huang et al., 2010). ...
This article reports on a study that investigated user acceptance of a high-immersion virtual reality learning environment to learn English paragraph writing structure. 134 undergraduate university students participated in the study by using a high-immersion virtual reality system combined with an in-house developed virtual reality learning environment program for the purpose of learning paragraph structure. A post-session questionnaire was used to collect data. A partial least squares structural equation modelling (PLS-SEM) analysis was then conducted to test an extended technology acceptance model conceptualized from a priori theoretical deduction and previous empirical findings. The extended model featured the constructs of Imagination, Immersion, and Interaction as exogenous variables with Perceived Ease of Use and Perceived Usefulness in mediating roles leading to the endogenous construct of Behavioral Intention to Use. Results of the confirmatory PLS-SEM analysis revealed inherent problems with the model’s application to the high-immersion virtual reality system and program used. Considering these findings, a PLS-SEM exploratory model optimization analysis was conducted which saw the variable of Immersion best relocated to be a predicator for both the Interaction and Imagination constructs. This exploratory model showed superior predictive relevance and improved significance of the relevant construct paths. Based on these results, this paper provides new theoretical reasoning that is in line with these statistical findings, namely that the construct of Immersion is best positioned as a singular external exogenous variable impacting Interaction and Imagination for the high-immersion virtual reality technology acceptance model used in this study.
... Effectively, moving from the textbook to the computer is the opportunity for greater interactivity and novel ways to think about a learning activity (Gilakjani, 2012). Many researchers have concluded that students experience deeper learning from video than from words alone (Shepard, 1967;Baggett, 1984;Salomon, 1984;Wetzel et al., 1994;Mayer & Moreno, 2002;Mayer, 2002Mayer, , 2003Mayer, , 2005. ...
... However, increasing awareness and understanding of actual STEM careers-through video-has been demonstrated to improve both the accuracy of students' perceptions and their desire to pursue STEM careers [19]. Indeed, the blend of sound, motion, and imagery make video a powerful learning platform, providing the opportunity for viewers to meet individuals, experience events, and view perspectives not readily possible in their real-world experience [20,21]. Video has also been demonstrated to be more effective than text in communicating not only the process of science but also difficult and controversial concepts like climate change [22]. ...
This study examined the ability of four 30-min television (TV) episodes to affect viewers’ understanding of, and engagement in, fresh water recharge, conservation, and reuse. We used questionnaires to examine changes in viewers’ perceived understanding, interest, and motivation after watching episodes at in-person screenings during September 2019 (average 27.5 attendees and 19.5 respondents per episode screening). In general, perception of skills and engagement increased after viewing the episode, and viewers reported a willingness to take action themselves as well as to pledge support for the use of public funds in water-related actions. However, viewers were less swayed on topics such as the “ickiness” of recycled water and on policies that allow black water recycling. At the final screening of the series, we also investigated preference for in-depth content versus a synoptic episode via structured focus groups. With a high degree of consensus, focus group participants felt that topics were better presented in episodes with more in-depth content. These results support the use of long-form, content-rich educational videos to teach water science and increase motivation. In combination with TV viewing metrics, our study thus supports the use of TV as an effective medium for reaching a broad demographic. However, our findings also imply that changing viewers’ perceptions on controversial water-use topics requires additional consideration to support the construction of new beliefs, water literacy, and citizen engagement.
... While video is one the most powerful communication mediums, most distance-learning initiatives do not maximize the instructional power of the medium. The most effective use of instructional video comes from showing animations and moving illustrations of the concepts presented while the instructor is conducting the lecture [1]. Most distance learning initiatives, whether synchronous or asynchronous, utilize a combination of video of the instructor with synchronized presentations of PowerPoint slides. ...
... Since the introduction of television, large body of empirical studies on the use of multimedia in education have demonstrated that students not only prefer it over text, but are also more likely to gain deeper learning from multimedia than from words alone (Baggett, 1984;Mayer, 2002Mayer, , 2003Mayer, , 2005Mayer & Moreno, 2002;Salomon, 1984;Shepard, 1967;Wetzel, Radtke, & Stern, 1994). Researchers suggested that because multimedia contain two representations, visual that conveys information about objects and its relation to other objects, and verbal that communicates abstract meaning and special attributes of this information, a combination of both representations should increase the learning effect (e.g., Guttormsen Schar, Kaiser, Krueger, & th, 1999;Lowe, 1999). ...
The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers' learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students' perception of self-efficacy to integrate technology in teaching. The participants were 60 preservice teachers (39 undergraduates, 21 graduates, average age 22-25 years). The results showed that there were differences between students' mean test scores and the differences were statistically significant (higher in FB). The results also showed that students' self-efficacy mean scores were higher after using FB compared to LB and the differences were statistically significant. Finally, the investigators collected the results of 12 questions from 60 students to assess their perception on the FB teaching strategy and found that preservice teachers favor the use of FB strategy in technology integration course compared to the LB (452 in favor vs. 104 not in favor), (62.90% in favor vs.14.50% not in favor). These results suggest that FB teaching strategy really have positive effect on preservice teachers' test scores, self-efficacy and the majority of them are in favor of its use in technology integration course. Furthermore, the majority of students who prefer the FB indicated that a reason of favoring this strategy is that it promotes collaboration and hands-on activities during the class time. Other students found that FB strategy had less lecture time, they can work at their own pace, they are able to interact more with the teacher and ask questions and that they do not have to sit and listen to an hour long lecture that "goes in one ear and out the other one".
... However, Wetzel et al. (1994), in their study, found that TV news is not always helpful in comprehension. ...
it is about the washback of university entrance exam on the EFL education in Iran
... The video, as an audio-visual aid, is seen as a very popular tool in the ESL/EFL context . As a result, many scholars and researchers identify the importance of using video materials and conduct studies about their use and implementations (Gruba, 2006;Suvorov, 2008;Wetzel, Radtke & Stern, 1994). Lonergan (1984), for example, discusses the development of the use of video from the 1970s up to the point where it became a common tool for language teachers. ...
This study was conducted in order to identify the effects of using subtitled animation movies on EFL students’ listening skills and motivation. It was conducted throughout 10 weeks during the 2015-2016 Spring semesters at the School of Foreign Languages of Osmaniye Korkut Ata University. To this end, fifty-one elementary level learners were selected according to random cluster sampling method. These students were divided into two separate groups as experimental (25) and control groups (26). The experimental group was introduced to animation movies, and they got listening strategy training including four basic listening strategies which are ‘note taking, listening for specific information, making inference, and activating background knowledge’. While the experimental group watched and made use of close-captioned animated movies during the research period, the control group went on their usual flow of listening courses. At the same time, the experimental group did pre-watch, while watching and post watch activities as well as listening strategy training for the target strategies both individually and as a group. The data collection instruments of this study consisted of an achievement test, a motivation questionnaire with Likert Scale, a listening strategy awareness questionnaire with Likert Scale, a retrospective interview, and participants’ diaries. The achievement test taken from Big Picture Elementary and Pre-Intermediate Teachers’ Books was used to track possible alterations in participants’ listening proficiency levels. The collected data was analyzed by using SPSS 22 statistical package. An independent Samples T-test and a Paired Samples T-test were used to analyze the data obtained from the pre- and post-tests. To determine the alteration in participants’ motivation level, a motivation questionnaire with Likert scale adapted from Gardner’s ‘Attitude/Motivation Test Battery’ was used in the study both as pre-questionnaire (at the
vii
beginning of the term) and post-questionnaire (at the end of the term). The data was analyzed with the help of SPSS 22 statistical package, and the results were compared by using an Independent Samples T-test and a Paired Samples T-test. In order to find out the variations in participants’ listening strategy recognition and use before and after the study, a strategy awareness scale adapted from Vandergrift’s (2006) Metacognitive Awareness Listening Questionnaire was used in accordance with the objectives of this study. The data was analyzed by using SPSS 22 statistical package, and comparisons of the results were made by the researcher. To perceive participants’ perceptions about the use of ‘subtitled animation movies’ to improve their listening skills and strategies, a retrospective interview was conducted at the end of the study. At the same time, the participants were asked to keep a diary consisting of their feelings about the use of subtitled animation movies to improve their listening skills and strategies. For both interview and diary analysis, two different stages of coding systems as open coding and axial coding were applied and categories were created by using different themes. Finally, percentages and means were compared descriptively by the researcher. The findings of the study indicated that using subtitled animated movies in the classroom improved the motivation and achievement levels of the EFL students at the Preparatory Program of Osmaniye Korkut Ata University.
... Edwards and Waters (1982) state that satisfaction is a good predictor of retention. It is reported that the retention rates are higher in distance learning when it is compared to face-to-face learning (Richards & Ridley, 1997;Wetzel, Radtke & Stern, 1994). Moreover, experiencing a feeling of isolation is an issue which causes retention (Keegan, 1990). ...
Adult education, especially teacher education, is one of the most important issues in Turkey in order to increase the quality of education and to keep up with the countries which aim to become one of the most competitive and knowledge-based economy in the world. Therefore, most of the universities started to improve their distance learning provisions by using massive open online courses (MOOCs). The purpose of this study is to understand teacher candidates’ opinions on MOOCs and their satisfaction with MOOCs. A mixed method including qualitative and quantitative approaches was used in this study. Results show that the MOOCs have a positive effect on teacher candidates’ personal development and learning life; therefore, they are satisfied with the MOOCs. Only the satisfaction level in learner–instructor interaction is lower in asynchronous courses. As adult learners, they wanted to be more active in MOOCs. These findings improve the understanding of MOOC’s learning satisfaction and contribute to design and develop better MOOCs according to learners’ needs and demands. Keywords: adult education, teacher education, distance education;
... Bates [3] explains that online learning course 1) enhances the level of learning interactivity between students and instructors; 2) facilitates the interaction of learning with time and place flexibility; 3) reaches global audience; and 4) is easy updating of content as well as archivable capabilities. However, historically, retention of students who participated in distance online learning courses has been problematic with dropout rates disproportionately high compared to conventional learning settings [4], [5]. Dropout rates of 30% to 50% have been considered common [6]. ...
... However, for the topic of mathematics, Wetzel, Radtke, and Stern (1994) found that imagebased teaching can aid students in focusing their attention, and research on the application of Augmented Reality in K-12 Mathematics Education has been performed. Because of its threedimension properties, Researchers chose solid geometry as the mathematical area that would be integrated with AR. ...
The development of Augmented Reality technologies has enabled students to learn in an environment that combines learning resources from the real and digital world. This paper integrates three mobile Augmented Reality-based applications into a series of mathematics lessons on probabilities in a junior high school. This paper aims to examine how mobile AR-based learning applications affect students’ learning gains through ANCOVA. Moreover, students’ attitudes towards the applications are discussed. The participants are 68 junior high school students. The experimental results show that the mobile AR-based applications would be helpful for students’ learning gains in the topic of probability. Students’ attitude towards the AR applications in this series of lessons was positive. Overall, it was found that mobile AR-based learning applications have positive effects on junior high students learning mathematics.
... Important to notice here, is the clear correspondence between the nature of both speech perception and the English films. In this respect, Wetzel (1994) highlighted the multiplicity of information TV, as a general authentic material, may offer to learners in terms of images, motion, sound and texts which enable them to learn through both verbal and visual means. Hence, introducing films as authentic video materials may be benefic since they can provide learners with both acoustic and visual data in a colloquial way necessary for the development of their listening-speaking skills. ...
Away from what we may believe, mastering writing and
reading in English is far from being learners’ unique target in
ESP instruction (English for Specific Purposes). Students want
to understand what they hear in English and speak fluently in a
way closer to that of English native speakers. However, the
complexity which generally sketches the understanding and
production of authentic English spoken language, in addition to
teachers’ poor consideration of those aspects, lead learners to
experience anxiety, lack of self-confidence, lack of motivation
and, obviously, poor feedback. As a result, the English language
instruction becomes so weighty for both teachers and learners.
These concerns led us to a descriptive research design to shed
the light on the ESP instruction’s actuality in the Faculty of
Human and Social Sciences University of Batna1. A
questionnaire was introduced to portray our first year PhD
students' weaknesses in terms of English speaking and listening
abilities. Also, we aimed to depict their attitudes towards
introducing films in English as a support for their learning.
Students’ positive positions on the introduction of films in
English into the classroom leads us to strongly recommend them
as quite supportive and efficient pedagogical means in ESP
learning as well as teaching.
Keywords: ESP instruction - listening and speaking
weaknesses - Films in English (English spoken films).
... Many empirical studies on the use of dynamic audio-visuals has been conducted pertaining to education since the invention of television. The studies have shown that students prefer educational video over mere text as they found that they experience deeper learning from video than from words alone (Shepard, 1967;Baggett, 1984;Salomon, 1984;Wetzel, Radtke, and Stern, 1994;Mayer & Moreno, 2002;Mayer, 2002Mayer, , 2003Mayer, , 2005. Researchers proposed that audio-visuals contain multiple representation: visual that conveys information about objects and its relation to other objects, and verbal that communicates abstract meaning and special attributes of this information. ...
... Videomedien 15 / 30 sind anschlussfähig an die Mediengewohnheiten der heutigen Lehramtsstudierenden. Schliesslich können Videos mit erweiterter Interaktivität versehen, über das Internet verteilt und in komplexe Online-Lernumgebungen integriert werden. Wetzel, Radtke & Stern (1994) fassen in ihrem Forschungsüberblick zu traditionellen Instruktionsvideos die Befunde dahingehend zusammen, dass videobasiertes Lernen vor allem dann erfolgreich ist, wenn die Ablaufsteuerung beim Lernenden liegt. Videos können abgespielt, gestoppt, verlangsamt, vor-und zurückgespult und damit wiederholt unter verschiedenen Gesichtspunkten betrachtet werden. ...
Obwohl Computer heute in vielen Schulen für das Lehren und Lernen zur Verfügung stehen, werden die Geräte erst verhältnismässig selten genutzt. Hürden bestehen nicht nur bei der Technik, beim Anwenderwissen und der Schulorganisation, sondern insbesondere auch in den mediendidaktischen und medienpädagogischen Kernkompetenzen. Für die diesbezügliche Weiterbildung sind vor allem konkrete und alltagstaugliche Beispiele gefragt, wie Computer sinnvoll im Fachunterricht eingesetzt werden können. Ein vielversprechender Ansatz liegt in der Arbeit mit Unterrichtsvideos. Die besonderen Potentiale werden diskutiert und ein schweizerisches Projekt wird vorgestellt.
... Die Nutzung von Film und Video für Bildungszwecke hat eine lange Tradition, nicht zuletzt wegen der einmaligen, heute jedoch völlig selbstverständlichen Potenziale (vgl. Kittelberger & Freisleben, 1991;Wetzel, Radtke & Stern, 1994 ...
Das Buch bietet einen Überblick über Möglichkeiten und Potenziale der Nutzung von Computern und Internet im Unterricht der Grundschule. Entlang einer theoretischen Typologie gibt das Buch praktische Anregungen, wie die neuen Informations- und Kommunikationstechnologien im Unterricht zur Informationssuche, zur Kommunikation und Kooperation, zum Üben, Experimentieren und Spielen und zum Gestalten und Präsentieren genutzt werden können. Auf den zwei beiliegenden DVDs finden sich zwanzig alltagstaugliche Unterrichtsbeispiele und weiteres Begleitmaterial. (Orig.)
Biyoloji eğitiminde ilgiyi, motivasyonu ve elde edilen başarı düzeylerini arttırmanın gün geçtikçe daha da önem kazandığı düşünülürse, hızlı ve kendini sürekli yenileyen teknolojik gelişmelerin çerçevesinde eğitim yöntemleri geliştirilmelidir. Biyolojide karşılaşılan en önemli sorunlardan birisi de konuların soyut düzeyde kalması, anlaşılırlığın düşük olması ve öğrenilen konuların tekrar edilmesi gerekliliğidir. Bu bağlamda, çalışmada biyoloji öğretmen adaylarının biyoloji öğretiminde eğitsel videoların kullanımına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Çalışma, nitel araştırma yöntemlerinden durum çalışması deseninde olup katılımcılar Ankara'da bir devlet üniversitesinde öğrenim gören 57 biyoloji öğretmen adayından oluşmaktadır. Yarı yapılandırılmış görüşme formu ile toplanan veriler betimsel ve içerik analizine tabii tutulmuş; veri seti iki araştırmacı tarafından analiz edilmiştir. Elde edilen sonuçlara göre, öğretmen adaylarının büyük bir kısmı eğitsel videoların biyoloji öğretimine katkısı olduğunu ve gelecekte öğretimlerinde eğitsel videolardan faydalanacaklarını belirtmişlerdir. Öğretmen adaylarının konuya yönelik görüşlerinden çıkarılan kodlar "eğitsel videolarla biyoloji öğretiminin geliştirilmesi" ve "eğitsel videolarla biyoloji öğretiminde materyal tasarımı" temalarında toplanmış; görüşlerin "günlük hayatla ilişki kurarak" ve "görsel materyaller ile destekleme (animasyon)" konularında yoğunlaştıkları görülmüştür. Bununla beraber, öğretmen adaylarının ağırlıklı olarak insan biyolojisi (sistemler) konusunda eğitsel videolardan yararlanabileceklerini ve diğer birçok biyoloji konusu dahil hem öğretim yöntemi hem de eğitsel videolarla materyal tasarımına ilişkin çok yönlü görüşlerinin olduğu dikkat çekmektedir. Bu sonuçlar, daha etkili bir biyoloji öğretimi için, biyoloji konularının birçoğunda eğitsel videolarla materyal tasarlanabileceği ve bu materyallerin hem öğretmen yetiştirmede hem de okullarda öğrencilere biyoloji öğretiminde, eğitsel videolardan daha sık yararlanılması gerekliliği adına değerlendirilebilir.
Fiktionale Videofälle bieten das Potenzial, direkter Videografie schwer zugängliche Situationen aus der Schulpraxis –wie etwa Elterngespräche –filmisch zu zeigen und diese in der Ausbildung von Lehrpersonen zu thematisieren. Bei der Produktion fiktionaler Videofälle ist das Spannungsfeld zwischen Authentizität der Darstellung und Theoriebezug zu beachten. Zudem erweitern Videofälle die didaktischen Möglichkeiten videobasierter Hochschuldidaktik,– etwa wenn gelungene und weniger gelungene Varianten einer Situation kontrastierend dargestellt werden.
There are debates on how video can be used in learning process since it has entered our daily life as video cassettes. These debates gained a new dimension with the development of internet technologies. Video usage in e-Learning became more and more common as time passes. Furthermore, it has taken a place among the important issues of e-learning as open and distance education. In this context, the focus of this study is video development process and strategy for e-learning. The study bases on author's experience in this field and literature review. The aim of the study is share experience with practitioners and researchers. This study can direct practitioners and researchers about how to design educational video.
This research work was carried out to study "The Impact of Mass Media on Children Upbringing"; the research work was carried out in St. Francis Primary School, Isale-Aro, Osogbo and Ministry of Education, Osun State Secretariat, Abere, Osogbo, Osun State. A total number of 75 staff members of the afore-mentioned organizations were used as sample size from the studied population. The data collection and analysis were done through survey method; findings revealed that the impacts of mass media on children include learning of good and bad attitudes and that it also improves and causes decline in academic performance. It also revealed that to prevent children from learning bad things from media contents, effective regulation and censuring of media contents by the regulatory authorities should be ensured, there should also be sanctions on media stations/houses that transmits adult programmes without appropriate censor, parents and guardians should properly monitoring and control their children"s access to media contents. It also revealed that children should not be allowed to spend a long time watching television programmes to prevent obsession. It also revealed that apart from television, other media of communication through which children can learn bad habits are video sharing on mobile devices, books or magazines containing information that are meant for adults, spontaneous access to pornographic web pages (Internet). This research work is recommended to media houses to enlighten them on why they need to discourage the transmission of programmes that may have negative effects on the reasoning and attitudes of children at homes. This study is
Interactive videos are frequently employed in education. Although several reviews and syntheses indicate that interactively engaging with videos might benefit learning, up until now no quantitative synthesis of the effectiveness of enhanced interaction features in educational videos has been published. Enhanced interaction features explicitly aim to encourage learning processes. Very often, they consist of domain-specific questions and tasks to promote retention and understanding. The presented research evaluates the effectiveness of enhanced interaction features in educational videos. A quantitative synthesis of research on learning from interactive videos was conducted. Sixteen articles reporting 17 studies with 22 effect sizes met the inclusion criteria. Based on a random-effects model, both a meta-analysis and a moderator analysis were conducted. Videos that include enhanced interaction features are significantly more effective than videos that comprise merely navigational interaction features or no interaction features. The analysis resulted in an overall effect size of Hedges’s g = 0.522 in favor of videos that include enhanced interaction features. However, if a video is not paused while an enhanced interaction feature is offered to the learners, a split-attention effect occurs, and learning is impeded.
Technology application in the 21st Century teaching and learning setting substantially promotes quality education. The study determined the acceptability and efficiency of the developed lecture demo video as a learning material in teaching Grade-12 EIM in selecting electrical materials and supplies and their specifications. The analysis sought to investigate the outcomes of the assessment rating of the prepared lecture-demo video and the impact of implementation. Teacher experts, student experts, and regular students from secondary schools in Surigao Del Sur Division were the study subjects. The study's tool was the DepEd standard evaluation rating tool for non-print materials obtained from the Surigao del Sur Division Learners Resource Management and Development Office, the developed lecture demo video, and the pretest and posttest questionnaires adopted from Project PPE (Portfolio Predicate on Exemplar) on EIM. The study employed a developmental-quasi experimental design. The developed lecture-demo video was rated Very Satisfactory in content, instructional and technical quality. Analyses found that students who utilized the created lecture-demo video with learning activity sheets outperformed those who used the learning activity sheets on the posttest. The study concluded that the developed lecture-demo video has a positive learning outcome in learners' competency mastery. Likewise, it is widely accepted and recommended for learning purposes as experts evaluate content, instructional, and technical quality.
Researching on Colleges of Education (CoE) final year teacher-trainees (mentees) Social Studies curriculum conceptions and their classroom practices in the Junior High Schools (JHS) in Ghana has become indispensable since the subject introduced solely to right the wrong in society is taught mostly by diploma teachers from the country's thirty-eight public Colleges of Education. Qualitatively, the interpretative research technique was carefully chosen for this study. Non-probability sampling method was used. Classroom observation and interview outcomes of teacher-trainees were triangulated for consistency. Ratings of the observation were put into a weighted average. The study revealed that School-Based Assessment (SBA) was essentially not focused on attitudes and values; that is, effective skills development. Assessments were of mainly lower levels of understanding like knowledge and comprehension. For the teaching of social studies to makeover, it is recommended that Social Studies tutors of CoE should hold it a duty to help students have better, more realistic ideas about the multiple realities of what constitutes Social Studies in the real world since they (teachers) influence what is taught.
Resumo_Este artigo se propõe a realizar uma reflexão sobre o uso do vídeo como recurso digital na educação a distância. Para esse fim, realizou-se um pequeno survey da literatura especializada sobre esse tema com o propósito de identificar a existência de parâmetros comuns para projetar vídeos instrucionais e padrões para avaliação de sua efi-cácia no processo de aprendizagem. O artigo justifica o uso da imagem e do vídeo como um meio eficaz de promover a instrução relacionan-do ao modo como o cérebro se especializou em processar imagens, e, mesmo quando lida com símbolos e conceitos, ele os manipula como representações visuais, ou seja como imagem. Por último, propõem-se recomendações e justificativas para melhor utilização do vídeo na educação a distância. Palavras-chave_vídeo instrucional; vídeo interativo; educação a distância. 1 Introdução: por que vídeos? Vivemos uma transição de uma sociedade em que a palavra impressa im-perou e vem cedendo cada vez mais espaço para a imagem. A invenção da imprensa teria contribuído para o processo de democratização do conhecimen-to, iniciando a quebra do monopólio deste em mãos da Igreja Católica, condu-zindo à Reforma, ao Iluminismo e, posteriormente, à Revolução Industrial e ao mundo burguês. Este último definiu os contornos do que poderíamos chamar de a "sociedade das letras". Com advento da fotografia, do cinema, do rádio e da televisão, e, depois, da internet, o primado da "sociedade das letras" vem cedendo à imagem o papel de difusor do conhecimento, resultando na "socie-dade da informação". Vivemos o fim da era do livro, em que o conhecimento advinha basicamente do livro e da palavra (COSTA, 2005, p. 18-20; JOYCE, 1995, p. 173-184). 1 Agradeço aos meus empregadores-Sociedade Brasileira de Metrologia e Centro de Capaci-tação (Cicma) do Inmetro-o suporte dado para produção deste artigo.
In a context where video has become commonplace in formal
and informal learning, video annotation tools, which
enable users to annotate shared video content for private or
collaborative use, have received a growing interest in education.
We critically review literature that reports on the use of
video annotation with particular emphasis on the relationship
that video annotation has with the chosen instructional use
of video, the features offered by the selected annotation tool,
the processes it enables, and the learning outcomes. Applying
a State-of-the-Art review methodology, our search resulted
in 205 records that were analyzed, with 26 eligible studies
meeting all the inclusion criteria. Overall, 20 studies reported
positive learning outcomes, two reported negative learning
outcomes, and four studies reported no learning outcomes.
The analysis of the video annotation tools that were used in
the selected studies indicates that some features are available
in most tools (like sharing or tagging annotations) whereas
some features (like the possibility to add hyperlinks or videos
in the annotations) are fairly uncommon. Such analysis also
allowed us to provide a comprehensive definition of ‘video
annotation’, still lacking in the literature. In the discussion we
raise some methodological and conceptual issues that should
be addressed in future research and provide specific guidelines
for the choice of video annotation tool.
TED.com is used in teaching EFL to enhance exposure to English, to promote authentic vocabulary and to develop multiple foreign language skills. For university students studying business as their major and English for professional communication as a part of their university curriculum, TED talks provide a cutting-edge business context, which aims to increase the learners’ English language proficiency, develop the learners’ professional competencies and expand their outlook by acquainting them with business practices from around the world. Through authentic models of effective communication, students build fluency to achieve academic and personal success. Business English with TED talks, an EFL resource book, is the result of the author’s approach to creating educational materials based on authentic and up to date video content. Using the example of ‘Business English with TED talks’, this paper describes criteria for selecting TED talks for different groups of students, the structure of a TED talk lesson and provides teachers with other resources for supplementing TED talk lessons.
ResearchGate has not been able to resolve any references for this publication.