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|Title:||Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Ertelt, A., Renkl, A., & Spada, H. (2006). Making a Difference - Exploiting the Full Potential of Instructionally Designed On-Screen Videos. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 154-160). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||On-screen videos are a potentially powerful learning tool. However, their success de- pends on their instructional design. Videos allow the real-time demonstration of solution proce- dures and can yield fast and effective learning. Nonetheless, learning outcomes often cannot be maintained in the medium term. In order to foster deep and meaningful processing and thereby foster sustainable learning, the single actions of the solution process were segmented into small steps using labels (labeling) to indicate the learning content and/ or an interactive push button (pacing) emphasizing the key feature of each step. 101 university students took part in this study. They examined an unknown computer application with on-screen videos. The results showed a clear advantage of videos with respect to declarative and procedural knowledge in comparison to a standard introduction of the computer application. Videos with labeling and without pacing sup- ported the acquisition of declarative knowledge, whereas videos with pacing improved procedural knowledge.|
|Appears in Collections:||ICLS 2006|
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