Cargando…

How do enhanced videos support generative learning and conceptual understanding in individuals and groups?

Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support gen...

Descripción completa

Detalles Bibliográficos
Autores principales: Ruf, Alessia, Zahn, Carmen, Roos, Anna-Lena, Opwis, Klaus
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10687204/
https://www.ncbi.nlm.nih.gov/pubmed/38046100
http://dx.doi.org/10.1007/s11423-023-10275-4
_version_ 1785151933071228928
author Ruf, Alessia
Zahn, Carmen
Roos, Anna-Lena
Opwis, Klaus
author_facet Ruf, Alessia
Zahn, Carmen
Roos, Anna-Lena
Opwis, Klaus
author_sort Ruf, Alessia
collection PubMed
description Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding. However, to exploit the potentials of such enhanced tools, we need to gain a deeper understanding on the learning processes and outcomes that go along with using these tools. Thus, we conducted a controlled laboratory experiment with 209 participants who were engaged in learning a complex topic by using different enhanced video tools (annotations vs. hyperlinks vs. control group) in different social learning settings (individual vs. collaborative learning in dyads). Findings revealed that participants who learned with hyperlinks and participants in collaborative settings created hypervideo products of higher quality than learners in other conditions. Participants who learned with annotations assessed their knowledge gain higher and had higher results in conceptual understanding when they experienced low cognitive load. With our study we contribute new original work to advance cognitive research on learning with enhanced video learning environments. Limitations and recommendations for future research are discussed.
format Online
Article
Text
id pubmed-10687204
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher Springer US
record_format MEDLINE/PubMed
spelling pubmed-106872042023-12-01 How do enhanced videos support generative learning and conceptual understanding in individuals and groups? Ruf, Alessia Zahn, Carmen Roos, Anna-Lena Opwis, Klaus Educ Technol Res Dev Research Article Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding. However, to exploit the potentials of such enhanced tools, we need to gain a deeper understanding on the learning processes and outcomes that go along with using these tools. Thus, we conducted a controlled laboratory experiment with 209 participants who were engaged in learning a complex topic by using different enhanced video tools (annotations vs. hyperlinks vs. control group) in different social learning settings (individual vs. collaborative learning in dyads). Findings revealed that participants who learned with hyperlinks and participants in collaborative settings created hypervideo products of higher quality than learners in other conditions. Participants who learned with annotations assessed their knowledge gain higher and had higher results in conceptual understanding when they experienced low cognitive load. With our study we contribute new original work to advance cognitive research on learning with enhanced video learning environments. Limitations and recommendations for future research are discussed. Springer US 2023-08-25 2023 /pmc/articles/PMC10687204/ /pubmed/38046100 http://dx.doi.org/10.1007/s11423-023-10275-4 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Research Article
Ruf, Alessia
Zahn, Carmen
Roos, Anna-Lena
Opwis, Klaus
How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
title How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
title_full How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
title_fullStr How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
title_full_unstemmed How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
title_short How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
title_sort how do enhanced videos support generative learning and conceptual understanding in individuals and groups?
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10687204/
https://www.ncbi.nlm.nih.gov/pubmed/38046100
http://dx.doi.org/10.1007/s11423-023-10275-4
work_keys_str_mv AT rufalessia howdoenhancedvideossupportgenerativelearningandconceptualunderstandinginindividualsandgroups
AT zahncarmen howdoenhancedvideossupportgenerativelearningandconceptualunderstandinginindividualsandgroups
AT roosannalena howdoenhancedvideossupportgenerativelearningandconceptualunderstandinginindividualsandgroups
AT opwisklaus howdoenhancedvideossupportgenerativelearningandconceptualunderstandinginindividualsandgroups