TY - JOUR
T1 - The effects of video on cognitive load and social presence in multimedia-learning
AU - Homer, Bruce D.
AU - Plass, Jan L.
AU - Blake, Linda
N1 - Funding Information:
The research was supported in part by a NYU Steinhardt School of Education Instructional Technology Challenge Grant to Bruce D. Homer and an Institute of Education Sciences (IES), US Department of Education (DoEd) Grant (#R305K050140) to Jan L. Plass (PI), Bruce D. Homer, Catherine Milne, and Trace Jordan (Co-PIs). The content of this publication does not necessarily reflect the views or policies of IES or DoEd, nor does any mention of trade names, commercial products, or organizations imply endorsement by the US Government.
PY - 2008/5
Y1 - 2008/5
N2 - Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24) = 2.45, p < .05. In Study 2, students (N = 25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.
AB - Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24) = 2.45, p < .05. In Study 2, students (N = 25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.
KW - Cognitive load
KW - Human channel capacity
KW - Instructional media
KW - Learning
KW - Social presence
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U2 - 10.1016/j.chb.2007.02.009
DO - 10.1016/j.chb.2007.02.009
M3 - Article
AN - SCOPUS:39749190177
SN - 0747-5632
VL - 24
SP - 786
EP - 797
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 3
ER -