Processing of texts and videos: A strategy‐focused analysis

• Published in: Journal of computer assisted learning Vol. 35; no. 2; pp. 268 - 282
• Main Authors: Lee, Hye Yeon, List, Alexandra
• Format: Journal Article
• Language: English
• Published: Oxford Wiley-Blackwell 01.04.2019; Wiley Subscription Services, Inc
• Subjects: Cognitive Processes; Computer Software; Documentation; Endangered species; Image annotation; Image processing; Information sources; Learning Strategies; Reading Comprehension; Strategy; Students; Texts; Video; Video Technology; Word Processing; Written Language
• DOI: 10.1111/jcal.12328
• ISSN: 0266-4909

This study examined strategies used across two modalities of information presentation. Students were presented with two sources on endangered species, either as two texts or two videos. Then, participants were asked to annotate the two sources either using the track changes function in Microsoft Word, for the text condition, or using the VideoAnt, video annotation platform, for the video condition. Students' annotations were coded for the strategies evidenced. More strategies were reported in association with the text condition and a greater number of higher‐level strategies and emphasis‐related strategies were reported. Moreover, students were found to report consistent strategies when processing two different sources, on two different topics, and were found to report strategies disproportionately early during processing, particularly for the video condition. Lay Description What is currently known about the subject matter: Strategy use has been positively associated with reading comprehension during text processing. However, less is known about students' strategy use during video processing. What our paper adds to this: We examined students' strategy use while processing two texts or two videos. We investigated temporal patterns of students' strategy reporting during text and video processing. We explored comprehension and integration performance across text and video processing. The implications of study findings for practitioners: Students identified more strategies when processing texts, than videos. Strategies identified were associated with one another across information sources. Students identified strategies more toward the beginning, rather than the end, of processing.