Journal
COMPUTERS & EDUCATION
Volume 160, Issue -, Pages -Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2020.104034
Keywords
Reading comprehension; Multimedia learning; Calibration; Instructional video; Instructional text
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The study found that there was substantial equivalence in immediate comprehension among text, video, and subtitled video conditions, but subtitled videos had a disadvantage for deep learning outcomes.
The present study investigated the influence of media (text, video, or subtitled video) on students' learning outcomes. Past studies have raised concerns about the effectiveness of learning from online videos over content-equivalent texts. Moreover, subtitled videos place additional demands on learning. Two-hundred and forty-seven undergraduate students were randomly assigned to a text, video, or subtitled-video condition, in a pretest, posttest, and delayed posttest design. The topic assigned was stem cells. Literal, inferential, and transfer questions were used to assess comprehension and learning outcomes. Results from the study confirmed the substantial equivalence of all conditions in immediate comprehension. Conversely, results confirmed the disadvantage of subtitled videos for deep learning outcomes.
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