Does working memory capacity influence learning from video and attentional processing of the instructor's visuals?
Existing evidence suggested learners with differences in attention and cognition might respond to the same media in differential ways. The current study focused on one format of video design – instructor visibility and explored the moderating effects of working memory capacity on learning from such...
| Publicado en: | Behaviour & Information Technology Vol. 43; no. 1; pp. 95 - 110 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174319664&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174319664 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0144929X B6Q jtl: Behaviour & Information Technology issn: 0144929X maglogo: Y pubinfo: dt: Jan2024 vid: 43 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 174319664 160666921 174319664 174319664 10.1080/0144929X.2022.2155574 174319664 ppf: 95 ppct: 15 formats: tig: atl: Does working memory capacity influence learning from video and attentional processing of the instructor's visuals? aug: au: Wang, Jiahui affil: School of Teaching, Learning and Curriculum Studies, College of Education, Health, and Human Services, Kent State University, Kent, OH, USA sug: subj: Computer-Assisted Instruction Videorecording Faculty Facial Expression Students, College Learning Evaluation Memory Attention Cognition Human Male Female Adolescence Adult Mental Processes Eye Movements Computerized Educational Testing Nonexperimental Studies Descriptive Statistics T-Tests Multiple Regression Multivariate Analysis of Variance Analysis of Variance Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Existing evidence suggested learners with differences in attention and cognition might respond to the same media in differential ways. The current study focused on one format of video design – instructor visibility and explored the moderating effects of working memory capacity on learning from such video design and if learners with high and low working memory capacity attended to the instructor's visuals differently. Participants watched a video either with or without the instructor's visuals on the screen, while their visual attention was recorded simultaneously. After the video, participants responded to a learning test that measured retention and transfer. Although the results did not show working memory capacity moderated the instructor visibility effects on learning or influenced learners' visual attention to the instructor's visuals, the findings did indicate working memory capacity was a positive predictor of retention performance regardless of the video design. Discussions and implications of the findings were provided. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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