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The Effects of Interactive Instructional Video on Students’ Knowledge Acquisition
and Academic Characteristics in an Online Learning Environment
Mohamed [email protected]
Rebecca A. [email protected]
The Society for Information Technology and Teacher Education (SITE), March 2-6, 2015 Las Vegas, Nevada, USA
Arkansas Tech UniversityCollege of Education
Aileen [email protected]
BACKGROUND
Interactive vs. Non-Interactive Learning Materials:
Non-interactive learning materials dictate the order of presentation
Multimedia allow navigation of information in a nonlinear fashion
Learners’ understanding arises from the interaction with the
presented information
OBJECTIVES
To investigate:
The implications of the use of the interactive instructional video on:
1. Preservice teachers’ learning outcomes
THEORETICAL FRAMEWORK
Cognitive Theory of Multimedia Learning (CTML) (Mayer, 2001)
Learners prefer multimedia over text
Learners likely to gain deeper learning from multimedia
METHODS This study employed between-subject design
To assess the effect of using interactive instructional video on:Preservice teachers' learning outcomes in an online course
METHODS Three independent variables:
1. Video design (interactive or non-interactive video)
2. Learning style and
3. Students’ GPA
Dependent variable:
1. Learning outcomes
PARTICIPANTS
34 preservice teachers (16 interactive , 18 non-interactive video)
Students non-science majors
Students from four different majors:
1. Bachelor of professional studies
2. Early childhood education
3. Middle-level education
4. Secondary education
RESEARCH QUESTIONS1. Will interactive instructional video improve preservice teachers’ learning outcomes compared to
the non-interactive instructional video in a technology integration course in an online learning
environment?
2. Do learning styles effect preservice teachers’ learning outcomes during learning from the
instructional video in a technology integration course in an online learning environment?
3. Do preservice teachers’ learning outcomes differ according to their overall GPA after learning from
the instructional video in a technology integration course in an online learning environment?
INSTRUMENTATION
All materials online (Bb)
Content released to students the week of experiment
Measures selected or developed by the course instructors
Consisted of:
1. Demographic survey
2. UDL Learning module
3. 10-question multiple-choice post-test used as interactive component
MATERIALS
The materials were identical in all groups
Two different instructional video about UDL:
1. Interactive using questions with the experimental group
2. Non-interactive with the control group
PROCEDURE
Students in all sections completed a demographic survey
Students watched the videos and created a blog based on the principles of the
UDL framework learned from the video
The experimental group completed the same activities as the control group
The only difference between both groups was answering questions about the
blog design while watching the video (interactive element).
RESULTSFirst question: “Will interactive instructional video improve preservice teachers’ learning
outcomes compared to the non-interactive instructional video in a technology integration
course in an online learning environment?”
Independent-sample t-test to compared students’ project scores in interactive video
condition and in the non-interactive video condition.
The results of the Independent Samples Test showed that there was a significant
difference in the scores for interactive condition (M=63.92, SD=7.166) compared to
the non-interactive conditions (M=56.33, SD=8.550); t (25)= 2.46, p = 0.20.
Independent Samples Test results
Table 1 The Mean scores and standard deviations for the Independent Samples Test results of the students test scores
Levene's Test t-test for Equality of Means
95% Confidence Interval of the Difference
F Sig. t df
Sig. (2-tailed) MD SD Lower Upper
Grades
EV assumed .846 .367 2.457 25 .021 7.583 3.087 1.226 13.941
EVnot assumed 2.507 24.923 .019 7.583 3.025 1.352 13.815
Note: Means with different subscripts differ significantly at p<.005 level; d.f. = degrees of freedom; F = F-ratio; Sig. = Significant, SD = standard deviation, t = t-test.
Second question: Do learning styles effect preservice teachers’ learning outcomes during
learning from instructional video in a technology integration course in an online learning
environment?
Conducted a correlation coefficient
The analysis showed that there was no correlation between preservice teachers’ learning
style and their project scores during learning from instructional video (All learning styles
learned equally)
RESULTS
Correlati on Coeffi cient
Table 2 The Pearson product-moment correlation coefficient
Learning Style Grades
Learning Style Pearson Correlation 1 .122
Sig. (2-tailed) .506
N 36 32
Grades Pearson Correlation .122 1
Sig. (2-tailed) .506
N 32 34
Note: the r differ significantly at p<.001
Third question: Do preservice teachers’ learning outcomes differ according to their overall GPA
after learning from instructional video in a technology integration course in an online learning
environment?
One-way between subjects ANOVA compared the effect of students’ overall GPA on their test
scores after learning from instructional video.
The results of the analysis indicates that there was no significant effect of students’ overall GPA
on their test scores after learning from instructional video at the p<.05 level for all GPA levels [F
(4, 27) = 1.214, p = 0.328].
RESULTS
Table 3 The one-way between subjects ANOVA results of the effect of students’ overall GPA on their test scores
Grades
Sum of Squares df Mean Square F Sig.
Between Groups 244.915 4 61.229 1.214 .328
Within Groups 1361.304 27 50.419
Total 1606.219 31
Note: Means with different subscripts differ significantly at p<.005 level. Type III SS = Sum of Squares; d.f. = degrees of freedom; M S = Mean Square; F = F-ratio; Sig. = Significant.
One-way between subjects ANOVA
CONCLUSIONS The results suggest that the interactive video condition does have
an effect on students’ project scores
Regardless of students’ learning style, their project scores
improved equally when they learn from instructional video
Regardless of students’ GPA, their project scores improved
equally when they learn from instructional video