It's All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task

Autor/inn/en	Fiorella, Logan; van Gog, Tamara; Hoogerheide, Vincent; Mayer, Richard E.
Titel	It's All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task
Quelle	In: Journal of Educational Psychology, 109 (2017) 5, S.653-665 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000161
Schlagwörter	Perspective Taking; Video Technology; Instructional Materials; Modeling (Psychology); Observational Learning; Task Analysis; Experiments; College Students; Hypothesis Testing; Difficulty Level; Imitation; Object Manipulation; Equipment; Learning Processes; Outcomes of Education; Instructional Effectiveness; Statistical Analysis; Error Patterns; Recognition (Psychology); Computer Assisted Testing; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Zukunftsperspektive; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Modeling; Modelling; Modellierung; Imitationslernen; Aufgabenanalyse; Erprobung; Collegestudent; Hypothesenprüfung; Hypothesentest; Schwierigkeitsgrad; Learning process; Lernprozess; Lernleistung; Schulerfolg; Unterrichtserfolg; Statistische Analyse; Fehlertyp; Recognition; Wiedererkennen; Ausland; Niederlande
Abstract	The present study tests whether presenting video modeling examples from the learner's (first-person) perspective promotes learning of an assembly task, compared to presenting video examples from a third-person perspective. Across 2 experiments conducted in different labs, university students viewed a video showing how to assemble an 8-component circuit on a circuit board. Students who viewed the assembly video recorded from a first-person perspective performed significantly better than those who viewed the video from a third-person perspective on accuracy in assembling the circuit in both experiments and on time to assemble the circuit in Experiment 1, but not in Experiment 2. Concerning boundary conditions, the perspective effect was stronger for more complex tasks (Experiment 1), but was not moderated by imitating the actions during learning (Experiment 1) or explaining how to build the circuit during the test (Experiment 2). This work suggests a perspective principle for instructional video in which students learn better when video reflects a first-person perspective. An explanation based on embodied theories of learning and instruction is provided. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01