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ERIC Number: EJ1419318
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: EISSN-1467-8535
Available Date: N/A
How Does Drawing Influence the Effectiveness of Oral Self-Explanation versus Instructional Explanation in Video Learning?
Yi Zhang; Caixia Liu; Yana Xing; Zhongling Pi; Jiumin Yang
British Journal of Educational Technology, v55 n3 p1189-1208 2024
This study investigated the effects of two types of oral explanations (ie, self-explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learning performance gain. A total of 116 undergraduate and graduate students watched a 4-min video on the human body's respiratory system. They were randomly assigned to one of four conditions (explanation generation: self-explanation vs. instructional explanation × drawing activity: no drawing vs. drawing). Results indicated that without a drawing requirement, students in the self-explanation condition displayed fewer personal references and exhibited a lower learning performance gain than those in the instructional explanation condition. Conversely, when drawing was required, self-explanation students demonstrated higher drawing quality and better learning performance gain. Additionally, students in the drawing condition directed more attention to the diagram area than those in the no drawing condition. These findings suggest that in video learning (1) educators should encourage students to produce oral instructional explanations and (2) if the goal is for students to generate self-explanations, they should also be prompted to draw to bolster their self-explanation efforts.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A