THE USE OF VIDEO PODCASTING TO COMPLEMENT THE USE OF VIDEO PODCASTING TO COMPLEMENT LECTURES: ANALYZING ITS EFFECT ON STUDENTS’ LECTURES: ANALYZING ITS EFFECT ON STUDENTS’

ASSIMILATION CAPACITYASSIMILATION CAPACITY

Raquel Sánchez FernándezDavid Jiménez CastilloGema Mª Marín Carrillo

University of Almeria (Spain)

IntroductionIntroduction

Introduction

Conceptual model

Methodology

Results

Contributions

Limitations and future research lines

Educational institutions are investing substantial resources in providing supplementary e-learning tools for lectures.

Research has not fully addressed which factors determine students’ assimilation of additional contents when traditional and innovative methods are complementarily used.

Relevance of podcasting in higher education.

Research aim:

To investigate the factors that may account for the assimilation of additional knowledge when video podcasts are used as complementary tools to lectures:

Prior knowledge gained from lectures.

Perceived usefulness, perceived ease of use, and attitude toward use.

The effective use of the tool.

Conceptual modelConceptual model

Introduction

Conceptual model

Methodology

Results

Contributions

Limitations and future research lines

Absorptive capacity theory (Cohen and Levinthal, 1990)

Prior knowledge

Assimilation of additional knowledge

Effective useAttitude toward use

Perceived usefulness

Perceived ease of use

H1

H6H5

H4

H3

H2

Technology Acceptance Model (TAM) (Davis, 1989)

Cognitive theory of multimedia learning (Mayer, 2001)

Unit of analysis: Undergraduates enrolled in a required second-year course “Marketing Management” in a Business Management program at the University of Almeria (Spain)

Population: 205 Sample: 179 (87.31%)

Nonrandom sampling technique

Research stages:

Lectures: Two lectures (2 hours per lecture). Topic: Key pricing-related concepts, pricing strategies, and other conceptual aspects were explained.

Video podcast design: Power-Point slides presented with an audio explanation. Topic: explanation of two methods of price fixation.

Survey method: Online survey (questionnaire)

Technique: Structural Equation Modeling

MethodologyMethodology

Introduction

Conceptual model

Methodology

Results

Contributions

Limitations and future research lines

ResultsResults

Introduction

Conceptual model

Methodology

Results

Contributions

Limitations and future research lines

Prior knowledge

Assimilation of additional knowledge

Effective useAttitude toward use

Perceived usefulness

Perceived ease of use

0.67*

0.30*0.78*

0.46*

0.44*

0.80* R2=0.73

R2=0.64

R2=0.60 R2=0.70

*p<0.001

Goodness-of-fit statistics χ2

(223)=523.64, p=0.00; χ2/df=2.34; CFI=0.98; NNFI=0.97; RMSEA=0.07;

SRMR=0.09; GFI=0.82

Main contributionsMain contributions

Introduction

Conceptual model

Methodology

Results

Contributions

Limitations and future research lines

Our study has expanded on previous applications of the TAM.

Success in multimedia environments depends on the attitude toward the use of the multimedia tool and its effective use, and also on the abilities of the teacher or facilitator to provide prior knowledge necessary for better understanding and comprehension of the supplemental material not discussed in class.

The combined and sequential use of these methods is key for effective learning of supplementary material provided by podcasting.

It is necessary to foster the use of new technologies by teaching staff through offering effective support and training, given its positive impact on learning.

Limitations and future research streamsLimitations and future research streams

Introduction

Conceptual model

Methodology

Results

Contributions Limitations and future research lines

The generalizability of this study is limited because it was conducted at a single institution and specific discipline Cross-validation is needed.

Self-selection biases of the participants

To analyse other variables in future research Academic experience, cognitive and affective attitude toward use, etc.

To compare whether our findings vary when mobile devices are used to watch video podcasts instead of computers.

THE USE OF VIDEO PODCASTING TO COMPLEMENT THE USE OF VIDEO PODCASTING TO COMPLEMENT LECTURES: ANALYZING ITS EFFECT ON STUDENTS’ LECTURES: ANALYZING ITS EFFECT ON STUDENTS’

ASSIMILATION CAPACITYASSIMILATION CAPACITY

Raquel Sánchez FernándezDavid Jiménez CastilloGema Mª Marín Carrillo

University of Almeria (Spain)