How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning?
| Title: | How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning? |
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| Authors: | Zhang, Yi1 (AUTHOR), Liu, Caixia2 (AUTHOR), Xing, Yana2 (AUTHOR), Pi, Zhongling3 (AUTHOR) pizl@snnu.edu.cn, Yang, Jiumin2 (AUTHOR) yjm@mail.ccnu.edu.cn |
| Source: | British Journal of Educational Technology. May2024, Vol. 55 Issue 3, p1189-1208. 20p. |
| Subject Terms: | *INSTRUCTIONAL films, *EYE tracking, *EDUCATIONAL tests & measurements, *RESPIRATORY organs, *LEARNING, *EDUCATIONAL outcomes |
| Abstract: | This study investigated the effects of two types of oral explanations (ie, self‐explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learning performance gain. A total of 116 undergraduate and graduate students watched a 4‐min video on the human body's respiratory system. They were randomly assigned to one of four conditions (explanation generation: self‐explanation vs. instructional explanation × drawing activity: no drawing vs. drawing). Results indicated that without a drawing requirement, students in the self‐explanation condition displayed fewer personal references and exhibited a lower learning performance gain than those in the instructional explanation condition. Conversely, when drawing was required, self‐explanation students demonstrated higher drawing quality and better learning performance gain. Additionally, students in the drawing condition directed more attention to the diagram area than those in the no drawing condition. These findings suggest that in video learning (1) educators should encourage students to produce oral instructional explanations and (2) if the goal is for students to generate self‐explanations, they should also be prompted to draw to bolster their self‐explanation efforts. [ABSTRACT FROM AUTHOR] |
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| Items | – Name: Title Label: Title Group: Ti Data: How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Yi%22">Zhang, Yi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Caixia%22">Liu, Caixia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xing%2C+Yana%22">Xing, Yana</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pi%2C+Zhongling%22">Pi, Zhongling</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> pizl@snnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Yang%2C+Jiumin%22">Yang, Jiumin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> yjm@mail.ccnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. May2024, Vol. 55 Issue 3, p1189-1208. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22INSTRUCTIONAL+films%22">INSTRUCTIONAL films</searchLink><br />*<searchLink fieldCode="DE" term="%22EYE+tracking%22">EYE tracking</searchLink><br />*<searchLink fieldCode="DE" term="%22EDUCATIONAL+tests+%26+measurements%22">EDUCATIONAL tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22RESPIRATORY+organs%22">RESPIRATORY organs</searchLink><br />*<searchLink fieldCode="DE" term="%22LEARNING%22">LEARNING</searchLink><br />*<searchLink fieldCode="DE" term="%22EDUCATIONAL+outcomes%22">EDUCATIONAL outcomes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigated the effects of two types of oral explanations (ie, self‐explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learning performance gain. A total of 116 undergraduate and graduate students watched a 4‐min video on the human body's respiratory system. They were randomly assigned to one of four conditions (explanation generation: self‐explanation vs. instructional explanation × drawing activity: no drawing vs. drawing). Results indicated that without a drawing requirement, students in the self‐explanation condition displayed fewer personal references and exhibited a lower learning performance gain than those in the instructional explanation condition. Conversely, when drawing was required, self‐explanation students demonstrated higher drawing quality and better learning performance gain. Additionally, students in the drawing condition directed more attention to the diagram area than those in the no drawing condition. These findings suggest that in video learning (1) educators should encourage students to produce oral instructional explanations and (2) if the goal is for students to generate self‐explanations, they should also be prompted to draw to bolster their self‐explanation efforts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.13423 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1189 Subjects: – SubjectFull: INSTRUCTIONAL films Type: general – SubjectFull: EYE tracking Type: general – SubjectFull: EDUCATIONAL tests & measurements Type: general – SubjectFull: RESPIRATORY organs Type: general – SubjectFull: LEARNING Type: general – SubjectFull: EDUCATIONAL outcomes Type: general Titles: – TitleFull: How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Yi – PersonEntity: Name: NameFull: Liu, Caixia – PersonEntity: Name: NameFull: Xing, Yana – PersonEntity: Name: NameFull: Pi, Zhongling – PersonEntity: Name: NameFull: Yang, Jiumin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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