Do Medium and Context Matter When Learning from Multiple Complementary Digital Texts and Videos?

Autor/inn/en	Mason, Lucia; Tarchi, Christian; Ronconi, Angelica; Manzione, Lucia; Latini, Natalia; Bråten, Ivar
Titel	Do Medium and Context Matter When Learning from Multiple Complementary Digital Texts and Videos?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 5, S.653-679 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason, Lucia) ORCID (Tarchi, Christian) ORCID (Bråten, Ivar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-022-09591-8
Schlagwörter	Learner Engagement; Video Technology; Electronic Publishing; Information Sources; Multimedia Instruction; Intermode Differences; Social Media; Time on Task + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Information source; Informationsquelle; Multimediales Lernen; Soziale Medien; Zeitaufwand
Abstract	Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students' engagement, integrated understanding, and calibration. The two mediums presented identical information on the topic of social media, which was distributed across two complementary texts in the text condition and across two complementary videos in the video condition. In the less authoritative context, the two information sources (texts or videos) were posted by a friend on Facebook; in the more authoritative context, the same information sources (texts or videos) were posted by a professor on Moodle. Results showed a main effect of medium on behavioral engagement in terms of processing time, as students used longer time watching the two videos than reading the two digital texts. No other main medium or context effects were statistically significant; nor were there any interaction effects of medium with context on any of the outcome variables. The findings are discussed in light of the alternative hypotheses that guided the study and the directions it suggests for future research. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01