Strategies for facilitating processing of transient information in instructional videos by using learner control mechanisms

• Published in: Instructional science Vol. 50; no. 6; pp. 863 - 877
• Main Authors: Lin, Yi-Chun, Liu, Tzu-Chien, Kalyuga, Slava
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2022; Springer; Springer Nature B.V
• Subjects: Between-subjects design; Cognitive load; Cognitive Processes; Comprehension; Control Groups; Delayed; Delayed recall; Difficulty Level; Education; Educational Psychology; Efficiency; Guidance; Immediate recall; Instructional Films; Learner Controlled Instruction; Learning; Learning and Instruction; Learning Strategies; Multimedia Instruction; Multimedia Materials; Original Research; Pauses; Pedagogic Psychology; Recall (Psychology); Spoken language; Technology Uses in Education; Undergraduate Students; Video Technology; Instructional video; Strategy; Learner control; Transient information effect; Multimedia learning; Cognitive load theory
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-022-09600-w

Learner control of video presentations by using pause buttons or timeline scrollbars was suggested as helpful for learning from sources of transient information such as dynamic visualizations and spoken words. However, effective learner control could be difficult to attain without sufficient instructional support. This study developed strategies for facilitating processing and integration of transient information based on cognitive load theory by providing learners with explicit guidance in when and how to use pausing and timeline scrollbars while watching instructional videos. A single-factor between-subjects experiment was conducted to examine the effects of the proposed strategies. Ninety undergraduates were randomly assigned to one of three groups - strategy guidance group (learners were provided with guidance in strategies), learner control group (learners were allowed to control the video but without any guidance in strategies), and continuous presentation group (without any learner control mechanism). The results revealed that compared to the learner control group, the strategy guidance group had a greater number of pauses and scrollbacks on the timeline, demonstrated significantly better performance in the immediate comprehension test and higher performance efficiency in the immediate recall and comprehension tests. Compared to the continuous presentation group, the strategy guidance group demonstrated significantly better performance in the immediate recall and comprehension tests and higher performance efficiency in both these tests, as well as better performance in the delayed recall test and higher performance efficiency in the delayed recall test.