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Screen captured video tutorials as a special case of multimedia: testing the redundancy principle.
PROCEEDINGS

, University of New South Wales, Australia ; , University of New Mexico, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The goal of this study was to improve our understanding of the design principles governing the creation of screen captured video tutorials. Participants were randomly assigned to the redundant (video, narration and text) and the nonredundant (video and narration) groups and presented with a MS Publisher tutorial. Results indicated that learners in the nonredundant group applied less mental effort, had greater conceptual knowledge, and also demonstrated higher troubleshooting task performance efficiency in comparison with the redundant group. Procedural task scores were non-conclusive due to the ceiling effect. Results are discussed in terms of cognitive load theory and cognitive theory of multimedia learning.

Citation

Pachman, M. & Ke, F. (2009). Screen captured video tutorials as a special case of multimedia: testing the redundancy principle. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3031-3036). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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http://aace.na4.acrobat.com/p38319300/ (Access with Subscription)