Analysis of Interventions Applied to Asynchronous Video Instructional Materials for Eliciting Learner Interest and Attention

• Published in: Computer & Education Vol. 55; pp. 45 - 49
• Main Authors: SHIMOZAKI, Akira, YATSUKA, Mitsunori, MORISHITA, Takeshi
• Format: Journal Article
• Language: Japanese
• Published: CIEC 01.12.2023
• Subjects: ARCS Model; Interest and attention; Non-simultaneous teaching; Regression analysis; Teacher training student; Video materials
• ISSN: 2186-2168; 2188-6962
• DOI: 10.14949/konpyutariyoukyouiku.55.45

In this study，we implemented interventions based on the assumption of eliciting learner interest and attention in video instructional materials，and subsequently conducted an analysis on the impacts of these interventions on learner interest and attention. The findings suggest that creating chalkboard enumerations listing keywords to evoke learner interest，along with providing explanations while making direct eye contact and posing questions by instructors，proved to be effective. It can be argued that in video instructional materials，the ability to readily organize information，and subsequently having instructors initiate questioning based on the information，holds a high potential for eliciting learner interest and attention. Additionally，it was determined that interventions should be applied to video instructional materials not only in their role as educational content，but also to concurrently serve the role of the instructor in face-to-face instruction. Conversely，interventions were observed to have a detrimental impact on learner interest and attention，including metaphorical expressions and gestures. Therefore，we contend that intentionally endowing video instructional materials with the dual role of both educational content and instructor during their creation is of paramount importance for eliciting learner interest and attention.