Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

Autor/inn/en	Pi, Zhongling; Hong, Jianzhong
Titel	Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 2, S.135-144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2015.1060133
Schlagwörter	Foreign Countries; Learning Processes; Outcomes of Education; Video Technology; Information Dissemination; Educational Technology; Cultural Context; Undergraduate Students; Questionnaires; Prior Learning; Multiple Choice Tests; Developmental Psychology; Eye Movements; Visual Aids; Teaching Methods; Attention Control; Visual Stimuli; Fatigue (Biology); Interviews; Hypothesis Testing; Attachment Behavior; China + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Lernleistung; Schulerfolg; Informationsverbreitung; Unterrichtsmedien; Fragebogen; Vorkenntnisse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Entwicklungspsychologie; Augenbewegung; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeitstest; Fatigue; Ermüdung; Interviewing; Interviewtechnik; Hypothesenprüfung; Hypothesentest; Attachment; Bindungsverhalten
Abstract	Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire and prior knowledge test. The learning process was investigated by eye-tracking and the learning outcome by a learning test. The results revealed that the participants using the video podcast with both the instructor and PPT slides gained the best learning outcomes. It was noted that they allocated much more visual attention to the instructor than to the PPT slides. It was additionally found that the 22 min was the time at which the participants reached the peak of mental fatigue. The results of our study imply that the use of educational technology is culture bound. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01