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Differences in attention levels of learners with different cognitive styles. ***p < 0.001, **p < 0.01
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The use of video lectures has become a core feature of digital learning, but how the media diversity carried in videos affects learning experience has been rarely studied. Adopting a two-factor experimental design, this study used cognitive style questionnaires, brain wave detection, cognitive load scale, and post-test to explore the impacts of thr...
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... Pembelajaran daring menggunakan video sebagai media utama dalam mendukung pembelajaran. Video pembelajaran dengan menampilkan pembicara (talking head video) dapat menyediakan personalisasi pembelajaran (Lin et al., 2023) dan menghadirkan relasi antara siswa dan pengajar (Garcia and Yousef, 2023). ...
Keterampilan computational thinking merupakan salah satu keterampilan utama pada abad ke-21. Keterampilan computational thinking dapat diajarkan kepada siswa melalui pemrograman komputer. Pemgoraman komputer telah menjadi literasi digital dan diajarkan kepada siswa untuk semua jenjang pendidikan. Namun demikian, pemrograman adalah topik yang kompleks dan menyulitkan bagi para siswa. Salah satu penyebab siswa sulit belajar pemrograman adalah model pembelajaran konvesional yang digunakan dalam pengajaran pemrograman. Penelitian ini bertujuan untuk mengembangkan pembelajaran daring untuk topik computational thinking dan pemrograman dasar. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yang terdiri dari tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Media pembelajaran utama yang digunakan dalam pembelajaran daring adalah video.
... They create visually captivating stories with animated graphics, narration, and music. Infographic videos are especially useful for video-based content, such as social media or internet advertising [91], [92]. Micro-Infographics: Micro-infographics focus on providing specific information on a single topic and are designed for easy sharing on social media platforms. ...
Infographics are visual representations of data that utilize various graphic elements, including pie charts, bar graphs, line graphs, and histograms. Educators and designers can maximize the potential of infographics as powerful educational tools by carefully addressing challenges and capitalizing on emerging technologies. However, current education systems showcase the need for development guidelines and the best practices targeted at designing and developing infographics while exploring the major economic and social impacts of infographics on education. This study examines the concept and role of infographics in education, methodologies, trends, and obstacles. It evaluates potential economic implications and gives insights to design and development experts. The study is based on a scoping literature review methodology, uncovering the conceptual background and the role of infographics. The study emphasizes the unique functions of infographics in data visualization for educational purposes and investigates the current trends and practices in infographics creation. The key challenges associated with the use of infographics are also discussed. Furthermore, the study attempts to identify the cutting-edge frameworks for infographic creation and development while evaluating their economic implications for the role of global education. Finally, the potential recommendations for creating successful infographics while focusing on professional design and development are also covered. The guided literature review will be vital for understanding and using infographics in education.
... The purpose of this experimental study is to provide empirical evidence regarding which EEG features could be used to quantify high-level cognitive traits of the human mind and specifically with respect to the FD and FI aspects. EEG brain signal power is commonly used to quantify the cognitive traits of an individual [9]. Our hypothesis is as follows: There is a significant difference between FDs-FIs in the average power of EEG signals throughout visual pattern recognition tasks of varying difficulty. ...
This paper presents an empirical study that examines how human cognitive style affects brain signal activity when individuals engage in a visual content comprehension task. To facilitate this study, we adopted an accredited cognitive style framework (Field Dependent-Field Independent or FD-FI) and utilized a validated cognitive style elicitation task, namely the Group Embedded Figures Test (GEFT), to elicit visual content comprehension via static figures. Brain signal activity was captured through a high-precision EEG device and subsequently correlated with the GEFT-derived cognitive style. Furthermore, power spectral analysis allowed the observation of potential differences between the two cognitive style groups. Analysis of results yields different effects on FD and FI users and especially in the average power of brain signals in the cortical area. Identifying such brain signal variations between FD-FI users might lay the ground for designing novel real-time elicitation frameworks of human cognitive styles, thus providing innovative personalization and adaptation approaches in a variety of application domains.KeywordsUser StudyFD-FISignal ProcessingEEG
... However, there is a lack of research on the effect of interactive videos on engagement compared to linear videos specifically in online flipped classroom activities. Given the crucial role of media diversity in video lectures (Lin et al., 2023), this study hypotheses that increasing interactivity in videos may be beneficial for learner engagement. ...
... It is a crucial factor for effective learning and has a significant impact on learning performance (Steinmayr et al., 2010). The design of the video lectures can also affect the learners' sustained attention (Lin et al., 2023). However, there is limited research on the effectiveness of sustained attention in video lectures (Kokoç et al., 2020). ...
... The findings revealed that there was no significant difference in sustained attention between the groups, t(53) = 0.37, p = .72. This result might be attributed to the design of the video materials used in both groups (Lin et al., 2023). Prior research has suggested that learners who watch videos with voiceover format have better sustained attention than those who view videos in another format (Chen & Wu, 2015). ...
During the COVID-19 pandemic, there was an increase in the use of online courses , which required improvements in their effectiveness. To address this, the online flipped model was suggested as a solution, and this study aimed to assess the efficacy of using interactive instructional videos within an online flipped course design. The study employed a quasi-experimental method and involved fifty-five voluntary students. The experimental group watched interactive educational videos with pop-up questions for six weeks before live courses; meanwhile, the control group watched linear instructional versions of the same videos. The same online learning activities were carried out in both groups during the online live classes for each week. Independent sample t-tests were performed to assess whether there were any differences in the learning performance, lecture engagement, sustained attention, mental effort, positive emotions, and satisfaction scores between the interactive group and the control group. The results indicated that the use of interactive videos in the online flipped model improved learning performance and reduced cognitive load, but did not significantly affect lecture engagement, sustained attention, positive emotion, and satisfaction.
To further enhance the understanding of video education, researchers have started leveraging neuroscientific approaches to investigate the underlying cognitive processes and their correlation with learning outcomes. This concise review begins by examining recent behavioral studies that focus on teachers, students, and video media within the video education context. The findings from these studies provide valuable insights into the overall paradigm and design. Moreover, this review explores the potential of single-brain research and the emerging multi-brain scanning approach to shed light on the neural mechanisms involved in video learning. Current research has mostly used electroencephalography (EEG) to detect different brainwave frequency changes when single learners watch videos, as well as functional magnetic resonance or EEG to discover the extent to which the coupling of brain activity between instructional subjects in video-based instruction predicts learning outcomes. These novel approaches hold great promise in determining the cognitive processes implicated in video education and may eventually lead to more personalized and effective learning methods. By synthesizing the current state of research, this review aims to contribute to the ongoing discussions in the field and inspire further investigations into the neuroscientific aspects of video education.
Students are often encouraged to explain recently-taught information to others to enhance their learning in various settings including face-to-face in the classroom, through text, or in educational videos. However, nearly all studies on the impact of explaining things to others have focused on the effects of explaining to a less-knowledgeable peer, and have not considered the students’ own prior knowledge. The current study tested the interaction effects of students’ prior knowledge and the social identity of their audience on the students’ learning via explaining their new knowledge to others after viewing educational videos. We observed interaction effects on immediate learning performance, monitoring accuracy, and theta power while the students both watching videos and prepared to explain, but not on delayed learning performance or motivation. The current study highlights the fact that students with low prior knowledge learn more from an educational video when explaining the lesson to a peer than they do when explaining to a teacher after viewing. Our findings have implications on learning strategies which can be adopted when using educational videos in educational settings, specifically that students, especially those with low prior knowledge, should be encouraged to generate explanations of the lesson to share with their peers rather than with their teachers, as this will better enhance their working memory activity as they prepare to explain the educational videos.
Informal caregivers play an essential role in caring for persons who require assistance and in managing the health of their loved ones. Unfortunately, they need more health, leisure, and relaxation time. Nature interaction is one of many kinds of self-care intervention. It has long been regarded as a refreshing break from stressful routines, and research suggests exposure to nature interventions to improve the quality of life of caregivers. Despite not being the real thing, technology allows us alternatives that can still have some beneficial effects. In this preliminary study, we explore the benefits of natural environment videos on informal caregivers as an alternative to exposure to nature. Specifically, we are interested in the effects of their own choices versus a random video. We found that natural environment videos improve the well-being of informal caregivers in at least three key areas: valence, arousal, and negative affect. Furthermore, the effect increases when they choose the video they want to watch instead of a random video. This effect benefits the studied subjects because they need more time and energy to visit real natural environments.KeywordsInformal caregiversSelf-careWell-beingNature videos
