|نسخه تمام متن
|6 صفحه PDF
• Learners were exposed to one of six treatments varying Video Speed and the use of captions.
• Results showed no significant difference based on the Video Speed on learner performance.
• Results showed a significant negative effect on learner performance based on captions.
• Results showed a significant difference based on Video Speed on learner satisfaction.
Digital video is becoming increasingly popular in higher education with faculty digitally recording and broadcasting lectures for students to learn-on-demand, such as iTunes University or YouTube. Students have discovered accelerated playback features in popular computer software and use it to reduce the amount of time watching video-enhanced instruction. In the current study, 147 undergraduate students were randomly assigned to one of six video treatments based on a 3 Video Speed (1.0 = Normal vs. 1.25 = Fast vs. 1.50 = Very Fast) × 2 Captions (Captions Present vs. Captions Absent) × 2 Trial (Trial 1 vs. Trial 2) design. Results show no significant difference on learner performance across treatments based on Video Speed. Captions were found to have a significant negative effect on learner performance. A significant difference was found on learner satisfaction in favor of a normal Video Speed. The findings suggest that learners might be able to accelerate Video Speeds up to 1.5 times the normal speed, but are generally less satisfied with the learning experience.
Journal: Computers in Human Behavior - Volume 45, April 2015, Pages 222–227