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The influence of prior knowledge and viewing repertoire on learning from video

机译：先验知识和观看曲目对视频学习的影响

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摘要

Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students' viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study.
机译：视频越来越多地用作教学工具。因此，提高学生对视频的学习变得越来越重要。我们调查了学生的学习效果是否受其他观看行为的指示影响，以及这些学习效果是否取决于他们的先验知识。在受控的环境中，有115名学生观看了一些有关数字摄影课程所需技术设备的教学视频。第二个学生被告知其他可能的观看行为。进行了保留前后测试以计算学习效果。接受关于替代观看策略的意识指导的学生在学习效果方面的差异没有显着差异。但是，我们之前的实验中观察到的差异无法重现。观看曲目广泛的学生比曲目狭窄的学生表现出更高的学习效果。此外，具有策略性观看方法的学生也表现出较高的学习效果。必须满足某些条件：视频的技术和教学质量必须良好，学习任务中的整合必须明显，学生必须了解他们的观看行为，老师必须了解学生在观看过程中的观看行为当他们至少具有一些基本知识时，以丰富他们的观看节目在关于当前主题的几个课程之后。在未来的研究中，应使用比我们在实验中使用的仅在Bloom分类法的事实知识水平上的指导视频更复杂的视频片段来复制此研究。此外，以更大的样本量复制该研究可以显着改善学习效果。这是合理的，因为学生需要一定数量阈值以外的先验知识，以便能够在他们的长期记忆中扩展他们的知识网络。最后，可以根据这项研究的结果描述其他媒体播放器功能，以帮助学生从视频中进行有效学习。

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