Enhancing Memory Recall during Video Lectures: Does the Visual Display Format Matter?

Autor/inn/en	Barideaux, Kenneth J., Jr.; Pavlik, Philip I., Jr.
Titel	Enhancing Memory Recall during Video Lectures: Does the Visual Display Format Matter?
Quelle	In: Educational Psychology, 43 (2023) 6, S.659-678 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barideaux, Kenneth J., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2238143
Schlagwörter	Recall (Psychology); Video Technology; Lecture Method; Concept Mapping; Teaching Methods; Accuracy; Visual Aids; Layout (Publications) + Suchen Sie Ihr Suchwort? Abberufung; Concept Map; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Textgestaltung
Abstract	Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing of bulleted text, or there was no visual display. Results indicated that the concept map lecture enhanced immediate recall accuracy; however, the type of ideas recalled is also important to consider. Compared to the listen-only lecture, the concept map and bulleted text lectures promoted more recall of main ideas rather than details. Finally, the concept map lecture mainly benefitted those with high prior science achievement. These findings suggest that the visual display in a video lecture may affect the type of ideas remembered, and prior knowledge should be considered when choosing how to present information in a video lecture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01