Assessing the Effects of Segmentation and Signaling in Tegrity Lecture-Capture Videos and Students’ Learning Outcomes
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 21, 2013 in Las Vegas, NV, USA ISBN 978-1-939797-05-6
Abstract
Segmentation and signaling design principles based on the cognitive theory of multimedia learning (CTML) were applied to Tegrity lecture videos inside of a Blackboard learning module. Students in a Business Statistics course participated for extra credit (n = 48). Participants were randomly placed in an experimental group (SS) or control group (non-SS). The SS group viewed seven Tegrity lectures that had been segmented and signaled with a bulleted list of the key concepts at the beginning and a summary at the end of each segment. The SS group sequentially progressed through a learning module, and the non-SS group covered the same material without any design principles applied. Participants were assessed based on retention and transfer knowledge after all modules had been completed. Based on the results of previous studies, we hypothesized that the use of segmentation and signaling design principles on Tegrity videos would enhance student learning.
Citation
Treadwell, R., Ibrahim, M. & Callaway, R. (2013). Assessing the Effects of Segmentation and Signaling in Tegrity Lecture-Capture Videos and Students’ Learning Outcomes. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1441-1445). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/115079.
© 2013 AACE