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Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

机译：元认知策略和言语形象认知方式对基于生物学的视频搜索和学习成绩的影响

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摘要

Videos have diverse content that can assist students in learning. However, because videos are linear media, video users may take a longer time than readers of text to evaluate the context. Therefore, the process of video search may vary from one user to another depending on the users' individual characteristics, and the effectiveness of video learning may also vary across individuals. This study evaluated 100 Taiwanese fifth graders searching for videos related to "understanding animals" on YouTube and examined the effects of the students' metacognitive strategies (planning, monitoring, and evaluating) and verbal-imagery cognitive style on their video searches. The observable indicators were quantitative (search behaviors, search performance, and learning performance) and qualitative (search process observations and interviews). The study concludes that metacognitive strategy is the primary influencer of video search. Students with better metacognitive skills used fewer keywords, browsed fewer videos, and spent less time evaluating videos, but they achieved higher learning performance. They reviewed the video metadata information on the user interface and did not attempt to watch videos on the video recommendation lists, particularly videos that were irrelevant to the task requirements. During the course of the searches, keyword usage had a significant influence on the students' search performance and learning performance. The fewer keywords the students used, the better search and learning performance they were able to achieve. Our results are different from those of previous studies on text, image, and map searches. Accordingly, users must adopt different search strategies when using various types of search engines. (C) 2015 Elsevier Ltd. All rights reserved.
机译：视频具有丰富的内容，可以帮助学生学习。但是，由于视频是线性媒体，因此视频用户可能需要比文本阅读器更长的时间来评估上下文。因此，视频搜索的过程可能因一个用户的不同而有所不同，具体取决于用户的个人特征，并且视频学习的有效性也可能因个人而异。这项研究评估了100位台湾五年级学生在YouTube上搜索与“了解动物”相关的视频，并研究了学生的元认知策略（计划，监控和评估）和言语意象认知风格对其视频搜索的影响。可观察的指标是定量的（搜索行为，搜索绩效和学习绩效）和定性的（搜索过程观察和访谈）。研究得出结论，元认知策略是视频搜索的主要影响因素。具有更好的元认知能力的学生使用更少的关键字，浏览更少的视频，花费更少的时间评估视频，但是他们获得了更高的学习效果。他们在用户界面上查看了视频元数据信息，并且没有尝试观看视频推荐列表中的视频，尤其是与任务要求无关的视频。在搜索过程中，关键字的使用对学生的搜索性能和学习性能有重大影响。学生使用的关键字越少，他们可以获得的搜索和学习性能就越好。我们的结果与先前有关文本，图像和地图搜索的研究结果不同。因此，用户在使用各种类型的搜索引擎时必须采用不同的搜索策略。 （C）2015 Elsevier Ltd.保留所有权利。

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