Can videos affect learning outcomes? Evidence from an actual learning environment

被引:0
作者
Massimiliano Tani
Maurizio Manuguerra
Samia Khan
机构
[1] University of New South Wales (Canberra),School of Business
[2] Macquarie University,Department of Statistics
[3] University of British Columbia,Department of Curriculum and Pedagogy
来源
Educational technology research and development | 2022年 / 70卷
关键词
Cognitive load theory; Multimedia; Learning type; Experiment;
D O I
暂无
中图分类号
学科分类号
摘要
We examine the effect of an innovation in an educational context, a class of 500 + first-year economics students at a well-known Australian university. We study whether introducing content in the form of a multimedia presentation has a detectable effect on specific categories of student knowledge. The multimedia presentation has a narrator presenting concepts with images, words, and worked examples. Our key outcome measure is the probability of answering questions correctly on a mid-term test. A quasi-experimental design is followed to offer a causal interpretation of the results. We find that the multimedia presentation markedly increases students’ academic outcomes on the test compared to those that did not view the presentation, especially in regards to procedural and evaluative knowledge. An additional survey reveals gains in students’ metacognitive knowledge. These findings suggest that multimedia presentations contribute to improved student learning outcomes and offer valuable options at a time of increased online course delivery. The findings also highlight the relevance of investing in education and resources to develop the necessary design skills among academics and staff.
引用
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页码:1675 / 1693
页数:18
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