Abstract

The purpose of this study was to investigate the effect of the design of instructional video based on the Cognitive Theory of Multimedia Learning on preservice teachers’ learning outcome and the perceived difficulty in an online course. Three-group pretest-posttest design employed to assess whether there was significant differences in the students' test scores after watching instructional video introducing the TPACK framework. The results indicate that there was a significant effect of the video design on students’ learning and the perceived difficulty. This effect demonstrated by the statistically significant differences in students’ learning outcome, with the highest scores achieved by students in the segmented and signaled video condition and the least was in the no segmentation and no signaling group. Results emphasizing the importance of developing learning materials based on research-based design.

Citation

Ibrahim, M., Callaway, R. & Bell, D. (2013). The effect of the design of instructional video on students’ learning outcome and perceived difficulty in online learning environment. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1177-1182). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2023 from https://www.learntechlib.org/primary/p/115027/.

© 2013 Association for the Advancement of Computing in Education (AACE)

Keywords

• Instructional Design