Learning with Videos vs. Learning with Print: The Role of Interactive Features

Autor/inn/en	Merkt, Martin; Weigand, Sonja; Heier, Anke; Schwan, Stephan
Titel	Learning with Videos vs. Learning with Print: The Role of Interactive Features
Quelle	In: Learning and Instruction, 21 (2011) 6, S.687-704 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.03.004
Schlagwörter	Foreign Countries; Printed Materials; Use Studies; Instructional Effectiveness; Educational Technology; Learning Processes; Textbooks; Misconceptions; Interactive Video; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Ausland; Benutzerschulung; Unterrichtserfolg; Unterrichtsmedien; Learning process; Lernprozess; Textbook; Text book; Schulbuch; Lehrbuch; Missverständnis; Interaktives Video; Sekundarschüler; Deutschland
Abstract	Two complementary studies, one in the laboratory and one in the field, compared the usage patterns and the effectiveness of interactive videos and illustrated textbooks when German secondary school students learned complex content. For this purpose, two videos affording different degrees of interactivity and a content-equivalent illustrated textbook were used. Both studies showed that in contrast to previous studies working with non-interactive videos, the effectiveness of interactive videos was at least comparable to that of print, probably due to the possibilities provided for self-regulated information processing. It was shown that the interactive features of the videos were used spontaneously. However, features enabling micro-level activities, such as stopping the video or browsing, seemed to be more beneficial for learning than features enabling macro-level activities, such as referring to a table of contents or an index. This finding is explained by students' misconceptions about the use of features enabling macro-level activities. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10