Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Using the cognitive theory of multimedia learning as a framework, this study investigated the effects of interactive instructional video on students’ knowledge acquisition in an online learning environment. Furthermore, the study examined whether students’ learning outcomes differed according to their learning styles and pre-existing academic ability during learning from instructional video. The results showed that there were differences between students’ final scores in interactive video condition compared to the non-interactive video condition, and the differences were statistically significant (higher in interactive video condition). The results also showed that although students differ in their learning preferences and their pre-existing academic ability, they benefitted equally from learning from the instructional video. These results suggest that instructional video can have positive effects on preservice teachers’ learning and benefit all students equally, regardless of the diff
Ibrahim, M., Watts, A. & Callaway, R. (2015). The Effects of Interactive Instructional Video on Students’ Knowledge Acquisition and Academic Characteristics in an Online Learning Environment. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2366-2374). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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