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Technology, Knowledge and Learning
Erschienen in: Technology, Knowledge and Learning 4/2020

17.06.2019 | Original research

Learner Control Aids Learning from Instructional Videos with a Virtual Human

verfasst von: Noah L. Schroeder, Joshua Chin, Scotty D. Craig

Erschienen in: Technology, Knowledge and Learning | Ausgabe 4/2020

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Abstract

Experimental research around virtual humans acting as pedagogical agents has often taken place in learner-paced learning environments. However, virtual humans are increasingly embedded in educational materials such as instructional videos, where the pacing of the environment can be fundamentally different than a stand-alone learner-controlled software package. This study examined the influence of three types of pacing with varying levels of learner control when learning from an instructional video with an embedded virtual human. The results of our three-group randomized study indicate that increased learner control led to the strongest learning outcomes, although moderate learner control was the most instructionally efficient. The results suggest that some aspects of learner control can be beneficial when learning from instructional videos with embedded virtual humans.
Vorheriger Artikel Competences in Context: Students’ Expectations and Reflections as Guided by the Mobile Application Reflect.UP
Nächster Artikel Student Opinions About Personalized Recommendation and Feedback Based on Learning Analytics

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Fußnoten
1
Mayer (2014) describes the terms essential processing, extraneous processing, and generative processing as being analogous with the terms intrinsic cognitive load, extraneous cognitive load, and germane cognitive load, respectively. This being the case, we use the terminology of cognitive load theory to create a consistency between the theoretical framework and the measurement approach used in this study.
 
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Metadaten
Titel
Learner Control Aids Learning from Instructional Videos with a Virtual Human
verfasst von
Noah L. Schroeder
Joshua Chin
Scotty D. Craig
Publikationsdatum
17.06.2019
Verlag
Springer Netherlands
Erschienen in
Technology, Knowledge and Learning / Ausgabe 4/2020
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-019-09417-6

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