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Disadvantages of using non-linear video in shallow learning situations – a critical perspective on current trends
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. KTH, School of Computer Science and Communication (CSC), Speech, Music and Hearing, TMH, Music Acoustics. (Sound and Music Computing)ORCID iD: 0000-0003-4259-484X
2017 (English)In: KTH Scholarship of Teaching and Learning, KTH ECE , 2017Conference paper, Oral presentation only (Refereed)
Abstract [en]

Video learning material is becoming more expected in education with its reported benefits to in-person lectures and knowledge transfer [1, 2]. Modern educational methods such as flipped classroom and MOOCs implement video as a learning resource. Furthermore, traditional linear (although asynchronous) video has long been challenged by nonlinear video, both in terms of having interactive material [3] and sectioned, indexed contents. Non-linear video has advantages: interactive transcript functions and searchability contribute to non-linear operation, which in turn streamline access to information [4]. Video material can arguably be seen as accommodating shallow learning and an intermediary to be processed in further teaching activities. While nonlinear video is being adopted by learning platforms, we argue that it is important to discuss its capacity for knowledge transfer. We investigated the non-linear way of using video with a critical approach [5]; in particular whether non-linear video streamlines the retrieval of information. The study highlights what might affect the learning negatively. In an observational experiment, the same video was presented to ten participants divided equally into two groups, receiving, respectively, linear video and non-linear video. To observe the efficacy and differences between the groups, subjects were in a controlled environment presented with questions that could only be answered from having seen the video. Participants were given 12 minutes to use video the contents and answer ten questions. The linear group correctly answered 72% of the questions whereas the non-linear answered 64%. The difference between the groups’ interactions has a p-value of 0.061 on a two-tailed t-test, and we therefore suggest that the amount of interactions can to some extent explain the inferior results of the non-linear group. References [1] Bishop JL, and Verleger MA (2013). The flipped classroom: A survey of the research. In: ASEE National Conference, Paper ID #6219. [2] Kim J, (2013). Toolscape: enhancing the learning experience of how-to videos. In: CHI 2013, pp. 2707-2712. [3] Zhang D, Zhou L, Briggs RO, and Nunamaker Jr. JF. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43:1, pp. 15-27. [4] Pavel A, Reed C, Hartmann B, and Agrawala M (2014). Video digests: A browsable, skimmable format for informational lecture videos. In: ACM UIST symposium, pp. 573-582. [5] Bardzell, J & Bardzell, S. (2013). What is ”Critical” about Critical Design? In: CHI 2013, pp. 3297-3306.

Place, publisher, year, edition, pages
KTH ECE , 2017.
National Category
Human Computer Interaction
Identifiers
URN: urn:nbn:se:kth:diva-215181OAI: oai:DiVA.org:kth-215181DiVA: diva2:1146760
Conference
KTH Scholarship of Teaching and Learning
Note

QC 20171024

Available from: 2017-10-03 Created: 2017-10-03 Last updated: 2018-01-13Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf