The Effectiveness of Embodied Interactive Video Lectures on Learning Outcomes

• Main Authors: I-Chun Hung, 洪逸群
• Other Authors: Kinshuk
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/95722b

博士 === 國立中山大學 === 資訊管理學系研究所 === 104 === How learning materials are presented to convey learning content has far-reaching effects on learners’ knowledge construction and learning outcomes. For creating digital learning materials in practice, interactive video lectures are increasingly being adopted in various learning context such as flipped classrooms, massive open online courses, and electronic textbooks. Interactive learning activities are necessary for creating an interactive video lecture because learners can obtain constructive support with increased interaction in a learning process. Accordingly, more and more learners express high acceptance and preference toward the interactive learning experience. When creating interactive video lectures, instructors require investing substantial effort, in particular, for conceiving the content of learning activities which learners can interact with. If such production would be grounded on a systematic and pedagogical approach, creating and watching interactive video lectures could contribute to effective design and learning. In terms of content preparation and implementation, collective intelligence (CI) and natural user interface (NUI) technologies show promising potential for designing interactive learning activities. In online asynchronous learning, interactions among participants usually take place in discussion forums. Majority of the participants’ thoughts, demands, and questions finally contribute to CI, a universally distributed wisdom. CI then becomes a potential content resource for designing interactive learning activities. On the other hand, the literature of embodied cognition and situated learning emphasizes that increased interaction can be achieved in a richly perceived learning context and help learners construct knowledge with more learning cues. By applying NUI technologies, various types of performing interactive learning activities could be implemented as meaningful interactions through the operations related to learning concepts. This study therefore proposes the embodied design for creating interactive video lectures by exploiting CI and NUI technologies. The embodied design provides learners a richly perceived learning context through speaking, gesturing, and context information. In order to evaluate the embodied design, an experiment was conducted with 90 participants for robust statistical analyses. The participants were randomly and equally assigned to the three groups, namely embodied interactive video lecture (EIVL), non-embodied interactive video lecture, and conventional video lecture. The results show that learners with EIVL can obtain better performance in comprehension of learning content and comprehension retention without imposing insufficient sustained attention and additional cognitive load on them. Hence, the findings suggest that EIVL created by the embodied design is effective for learning.