The Effect of Designing and Segmenting Instructional Video

Aim/Purpose: This study aims to explore whether instructors and educators should segment portions of instructional video that can be loaded and executed independently of other portions, and how long the segment portion of instructional video should be to effectively influence students’ learning, perception, and interaction. Background: Instructional videos are widely used in higher education for pedagogy purposes, and students expect their face-to-face and online courses to include video for effective instructional and learning outcomes. The literature indicates that researchers suggested that segmented video might assist learning and reduce cognitive burden; however, empirical research does not provide sufficient guidance about how to do it. Methodology: This mixed-methods study included quantitative data from an online experiment, followed by qualitative data from focus groups to help explain and expand on the quantitative findings. This study compared a 14-minute instructional video with the same content split into three segments, ranging from four to five minutes in length, to explore how segmenting affects students’ learning and how students perceive and interact with the video. The quantitative portion of the study used an experimental design with random assignment to control and experimental groups. Participants were randomly assigned by Qualtrics to one of two conditions where they watched either a single long (14-minute) video (the control group) or the same content split into three video segments (the experimental group). Participants in both groups were asked to watch the video(s), take a content knowledge quiz, and respond to an opinion questionnaire. The qualitative portion of the study consisted of focus groups where participants were asked to reflect on their overall perceptions of using online instructional video. Contribution: This study contributes to the literature knowledge on how students interact with instructional video and how, and if, longer instructional videos should be divided into shorter segments. Findings: Results from this study indicated that there is no significant difference between the Long Video Group (control group) and the Segmented Video Group (experimental group) on measures of learning, interaction with or perceptions of the video. However, participants who engaged in multitasking activities other than texting performed worse on the learning measure. The focus group participants described a variety of behaviors and preferences for watching the instructional video but expressed a preference for videos that were about 20 minutes long. Recommendations for Practitioners: For the purpose of building declarative knowledge, the number and length of instructional video segments may be less important than the other instructional materials and strategies instructors and educators provide to support students’ interaction with the instructional video. Recommendation for Researchers: The qualitative findings suggest that while preferred instructional video length may differ based on context, a 20-minute instructional video may be preferred, or at least accepted, in a typical academic setting, though this possibility needs further study. Impact on Society: Results from this study may help instructors and educators to create high quality instructional video content by acknowledging that decisions about instructional video length and segmenting require professional discretion rather than arbitrary rules regarding video length. Future Research: Future researchers and practitioners can further evaluate and enhance the importance and design of instructional videos for pedagogical purposes, and additional research is needed before instructors, educators, and the educational field can accept the thought that any video over five or six minutes is considered too long for students’ attention span.

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Efektivitas Strategi Kooperatif Jigsaw pada Pembelajaran Komputer Jepang

Humaniora ◽

10.21512/humaniora.v5i1.2993 ◽

2014 ◽

Vol 5 (1) ◽

pp. 139

Author(s):

Rosita Ningrum

Keyword(s):

Data Analysis ◽

Learning Strategy ◽

Experimental Treatment ◽

Instructional Materials ◽

Control Group ◽

Cooperative Strategy ◽

Heavy Load ◽

Computer Learning ◽

Group Control Group ◽

Experimental Group

This study began with the researcher’s interest to transform learning strategy in Japanese computer which has been longstanding in conventional way. In previous studies the Jigsaw cooperative strategy had been tested in the exact sciences in College. The researcher was challenged to bring the instructional materials of Japanese computer which are felt quite hard by students to be easier with mutual assistance. Heavy load materials are minimized. Learners must actively explore materials; it is not only from the teacher. The Jigsaw cooperative strategy was tested on three-semester students in order to determine the effectiveness of Jigsaw cooperative in Japanese computer learning. This study used pure experiment. The design involved two groups of subjects, one given by the experimental treatment with the Jigsaw cooperative strategy (experimental group) and the other group (control group) with usual learning technique. Data were taken in two ways: quantitative by making instruments such pretest and posttest to the two classes and qualitative by interview to complete the descriptive data analysis result. Furthermore, all results of the pretest and posttest were analyzed by measuring the normality and t-test to determine how the Jigsaw strategy successfully applied on the samples. To collaborate the results, the interviews were transcribed to see the response from samples on the Jigsaw cooperative strategy in Japanese computer learning. Results of the test data analysis in the experimental group and the control group showed that the Jigsaw cooperative strategy was proved more effective in Japanese computer learning than the conventional method usually used.

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Using Word Study Approach to Improve Omani EFL Students’ Spelling Performance

English Language Teaching ◽

10.5539/elt.v12n8p112 ◽

2019 ◽

Vol 12 (8) ◽

pp. 112

Author(s):

Zainab Al-Yahmedi ◽

Saleh Al-Busaidi ◽

Fawzia Al-Seyabi

Keyword(s):

Basic Education ◽

Female Students ◽

Future Research ◽

Control Group ◽

Word Study ◽

Study Approach ◽

Spelling Performance ◽

Significant Difference ◽

Efl Students ◽

Experimental Group

The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.

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Investigating the Effect of an Online Self-Care Training Program on Perceived Stress in COVID-19 Patients

10.21203/rs.3.rs-1198580/v1 ◽

2022 ◽

Author(s):

Arash Marzban ◽

Zahra Farsi ◽

Effat Afaghi ◽

Mehdi Rezaei ◽

Mohsen Moradi

Keyword(s):

Training Program ◽

Perceived Stress ◽

Self Care ◽

Control Group ◽

Instructional Videos ◽

Significant Difference ◽

Quasi Experimental ◽

Care Training ◽

The Mean ◽

Experimental Group

Abstract Background: The coronavirus disease 2019 (COVID-19) caused many adverse effects, including increased stress in patients. The present study aimed to determine the effect of an online self-care training program on perceived stress in COVID-19 patients.Methods: This quasi-experimental study was fulfilled by recruiting 132 COVID-19 patients, referred to two hospitals in Isfahan, Iran, from February 20 to August 22, 2021. These patients were selected using the convenience sampling method, and were then randomized into experimental (n=63) and control (n=63) groups. The online self-care training program was subsequently presented to the patients in the experimental group, during six sessions of 30 minutes for two weeks. E-learning and educational content introduced through lectures, multimedia, and instructional videos using web platforms. Then, daily follow-up sessions continued until one month after the intervention. The data were collected administering an individual characteristic form and the Perceived Stress Scale (PSS) at three stages before, immediately, and one month after the intervention.Results: The mean scores of perceived stress before, immediately, and one month after the intervention in the experimental group were respectively 30.51±6.31, 24.59±4.66, and 26.57±3.82, and they were 29.78±4.81, 29.4±4.57, and 29.11±4.73 in that order in the control group. Moreover, no significant difference was observed between both groups at the pre-intervention stage (p=0.467), while the mean scores of perceived stress in the experimental group were lower compared with those in the control group immediately (p<0.001) and one month after the intervention (p=0.001). The mean scores of perceived stress in the experimental group before, immediately, and one month after the intervention had also changed in a significant manner (p<0.001), whereas there was no significant variation in the control group in this respect (p=0.298).Conclusions: The online self-care training program led to a reduction in perceived stress in COVID-19 patients. It is thus recommended to implement this cheap, safe, and efficient method to relieve perceived stress in such cases.

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An Investigation Of The Effect Of Puzzles On Preschoolers’ Developmental Areas

Social and Natural Sciences Journal ◽

10.12955/snsj.v4i0.293 ◽

2012 ◽

Vol 4 ◽

Author(s):

Neriman Aral ◽

Figen Gürsoy ◽

Münevver Can-Yaşar

Keyword(s):

Normal Distribution ◽

Instructional Materials ◽

Control Group ◽

Developmental Evaluation ◽

Demographic Information ◽

Evaluation Form ◽

Significant Difference ◽

Post Test ◽

Developmental Characteristics ◽

Experimental Group

The aim of this study was to investigate the effect of puzzles on preschoolers’ developmental areas. Two classes were chosen randomly among all the classes at an elementary school: one class (with 14 children) as the control group and one as the experimental group (again with 14 children). The data was collected by means of a ‘Demographic Information Form’ and a ‘Preschool Developmental Evaluation Form’ that measures children´s developmental characteristics. Since the children’s scores in ‘Preschool Developmental Evaluation Form’ did not show normal distribution, Mann-Whitney U Test was used to analyze the data. We could not find any significant difference between the pretest and posttest mean scores in both groups. However, the experimental group’s post-test mean scores were found to be higher than mean posttest scores of children in the control group. These results suggest that puzzles as instructional materials can be effective in supporting children’s developmental areas.

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An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students

Journal of Clinical Imaging Science ◽

10.4103/jcis.jcis_1_17 ◽

2017 ◽

Vol 7 ◽

pp. 22 ◽

Cited By ~ 2

Author(s):

Eli Tshibwabwa ◽

Robert Mallin ◽

Madeleine Fraser ◽

Martin Tshibwabwa ◽

Reza Sanii ◽

...

Keyword(s):

Interactive System ◽

Future Research ◽

Control Group ◽

Face To Face ◽

Term Retention ◽

Significant Difference ◽

Long Term Retention ◽

Spaced Education ◽

Experimental Group

Introduction:The objective of this study is to determine whether a radiology module, together with online spaced education, helps students of an integrated problem-based learning (PBL) curriculum increase their radiology knowledge and long-term retention.Materials and Methods:Second-year students at the American University of Antigua College of Medicine participated in small groups of ten students each into two 2 h of radiology laboratories. The study comprised two cohorts: winter and fall 2013 students (control group) and 2014 students (experimental group). Both groups used face-to-face PBL. The students of the experimental group received additional online-spaced education. The skills were assessed for both groups before the beginning of laboratories and 4 weeks and 7 months after laboratories.Results:There was no significant difference on pretest between the control and experimental groups. On completion of the radiology laboratories, comparison of test results before and after training showed net improvement for both groups. The corresponding difference for the experimental group was higher compared to the one for the control group (7.83 vs. 6.21,P< 0.001). The difference between the scores on delayed test and pretest showed that the students of both groups demonstrated average knowledge improvement even though their level of performance was slightly below the posttest. The corresponding difference for the experimental group did not differ much from the posttest (P> 0.05), and no significant difference of scores was observed 7 months later for either group. Further, a higher percentage of the students in the experimental group strongly agreed that their learning objectives were met (92% vs. 71%,P> 0.001), and this trend persisted throughout the study.Conclusion:Online spaced education combined to a face-to-face PBL enhances not only the student's knowledge of basic radiology along with his/her self-assessment skills but also the long-term retention of radiology material and satisfaction with the integrated interactive system-based module. Future research is needed to see if medical students in need of additional education support may benefit from spaced education in the field of remediation.

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Transferring the sandwich principle to instructional videos: is it worth the effort?

BMC Medical Education ◽

10.1186/s12909-021-02967-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Bock Anna ◽

Thomas Christina ◽

Heitzer Marius ◽

Winnand Philipp ◽

Peters Florian ◽

...

Keyword(s):

Test Scores ◽

Instructional Video ◽

Control Group ◽

Test Results ◽

Instructional Videos ◽

Term Retention ◽

Teaching Format ◽

Significant Difference ◽

Long Term Retention

Abstract Background The sandwich principle is an educational concept that regularly alternates between collective and individual learning phases within one learning unit. Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students. Methods Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions. The unpaired t-test and ANOVA were used to compare the results. Results Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). For all test results, there was no significant difference between the groups (p > 0.05). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful. Conclusion The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

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The Effect of Dutasteride in Peri-Operative Blood Loss During Transurethral Resection of Prostate (Turp)

Bangladesh Journal of Urology ◽

10.3329/bju.v22i2.50131 ◽

2020 ◽

Vol 22 (2) ◽

pp. 177-181

Author(s):

Md Mostafizur Rahaman ◽

Md Habibur Rahman ◽

Muhammad Hossain ◽

Md Saiful Islam ◽

Mohammad Shafiqur Rahman

Keyword(s):

Blood Loss ◽

Transurethral Resection ◽

Statistical Significance ◽

Control Group ◽

Transurethral Resection Of Prostate ◽

Double Blind ◽

Significant Difference ◽

Group B ◽

Group Control Group ◽

Experimental Group

This prospective double blind comparative study was designed to compare the effect of Dutasteride on the perioperative blood loss in Transurethral Resection of Prostate (TURP).Sixty patients with BPH underwent TURP were divided into 2 groups. Patients belong to the group B (Control) and group A (Experimental). Experimental group patients were given Cap. A (dutasteride 0.5 mg) before two weeks of TURP and group B (control) were given Cap. B (placebo). Postoperative comparison between two groups showed that there were no significant difference between the weight of resected prostatic tissue (control =22.41±6.83 gm, and experimental = 25.38±7.22 gm; p=0.107). Postoperative hemoglobin level of both group (Control group = 10.78±0.64 gm/dL and experimental group = 10.83±.51 gm/dL) revealed no significant difference (p=0.774). The mean hemoglobin loss per gram of prostate tissue in both groups (control = 1.81±0.81 gm/gm and experimental = 1.79±0.88 gm/gm) did not show any statistical difference (p=0.938). In this the study it was found that if the BPH patients are subjected with dutasteride 0.5mg before 2 weeks of TURP, bleeding decrease slightly (Control group = 20.35±7.99 ml/gm and Experimental groups = 17.41±7.70 ml/gm). However, these data of bleeding loss did not show any statistical significance. Bangladesh Journal of Urology, Vol. 22, No. 2, July 2019 p.177-181

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The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners’ English Achievements and Their Willingness to Communicate

English Language Teaching ◽

10.5539/elt.v12n5p101 ◽

2019 ◽

Vol 12 (5) ◽

pp. 101

Author(s):

Jahangir Mohammadi ◽

Hossein Barati ◽

Manijeh Youhanaee

Keyword(s):

Social Network ◽

Flipped Classroom ◽

Willingness To Communicate ◽

Class Discussion ◽

Control Group ◽

Control Groups ◽

Instructional Videos ◽

Significant Difference ◽

And Control ◽

Experimental Group

This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders’ English achievements and their willingness to communicate. A pre-experimental design was used in this study. The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as experimental and two others as control. The students in the experimental group (N=48) received instructional videos based on their English textbook. The videos were uploaded on a social network channel made by the researcher so the students could download them and watch them at their convenience time. Each individual participant in the experimental group then had the opportunity to interact with his classmates and teacher via the social network made by the students. This could help the students in the experimental group for the in-class discussion formed on the content of the videos and textbook exercises, Meanwhile, the students in the control group (N=47) received in class traditional teaching focusing on lectures and explanations by the teacher. Despite these two different ways of presenting the contents of the English textbook, students in both experimental and control groups had the opportunity to take part in various learning activities in each classroom session including collaborative activities, completing the textbook exercises, giving comments and presenting new ideas, giving each other support and feedback and taking in-class quizzes. Statistical analysis of the post- test results revealed that the participants in the experimental group could outperform the participants in the control group. Furthermore, the findings of this study indicated that there was a significant difference in learners’ willingness to communicate between experimental and control groups in favor of the experimental group.

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The Effectiveness of Suggested Strategy based on the Cognitive Acceleration in Achievement of Mathematics and Deductive Thinking for Students of the sixth primary class and Their Cognitive Competence Perceived

ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES ◽

10.36473/ujhss.v225i3.201 ◽

2018 ◽

Vol 225 (3) ◽

pp. 25-54

Author(s):

Dr. Abdu wahid M. Mohamed

Keyword(s):

Control Group ◽

Cognitive Competence ◽

Search Results ◽

Significant Difference ◽

Suggested Strategy ◽

Normal Method ◽

Cognitive Acceleration ◽

Research Students ◽

Group Control Group ◽

Experimental Group

The study aimed to know the effect of a Suggested strategy based on theCognitive Acceleration in Achievement of Mathematics and Deductive Thinking for Students of the sixth primary class and Their Cognitive Competence Perceived. The sample of the research consists of (63) students, distributed randomly into two equal groups. The first experimental group has been taught by the Suggested strategy, and the second group (control group) has been taught by the normal method. Two research tools were conducted: one is for measuring the deductive thinking composes of (15) items, and the others test for measuring Cognitive competence Perceived composes of (24) items. The validity and constancyof the two test has been checked. Then applied two test on the sets of research. The results showed by using "T-test" for two independent samples, There are statistical significant difference between the two sets of research students and infavor of the experimental group in the achievement and deductive thinking and Cognitive competence Perceived, and in the light of the search results, the researcher recommended the importance of teaching the use of the Suggested strategy, for the purpose of development operations mental students.

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The Effect of the SAMR Model on Acquiring Teaching Skills for Students of Colleges of Education in the Subject of Teaching Applications

International Journal of Early Childhood Special Education ◽

10.9756/int-jecse/v13i2.211176 ◽

2021 ◽

Vol 13 (2) ◽

pp. 1289-1296

Author(s):

Ruaa Ibrahem Radhi ◽

Dr. Dawood Abdulsalam Sabri

Keyword(s):

Control Group ◽

Teaching Skills ◽

Colleges Of Education ◽

Random Fashion ◽

Significant Difference ◽

The Subject ◽

Level Of Significance ◽

Group Control Group ◽

The Impact ◽

Experimental Group

This research aims to identify the impact of the model (SAMR) in acquiring teaching skills among students of the colleges of education in the subject of teaching applications. The research sample consisted of (50) students selected from the department of educational and psychological sciences in the College of Education Ibn Rushd For the academic year (2020-2021). This was then divided in a simple random fashion into two groups: the first group (experimental group) included (25) students trained in scientific education lessons according to the teaching program prepared for it while the second group (control group) included (25) students. The researchers conducted the process of balance between the two groups in a number of variables to achieve a goal and choose its hypotheses. After collecting, analysing and processing data statistically using the statistical package (SPSS) and performing t-test on two independent samples and the equation of the ETA box to measure the size of the effect, we obtained the following results: There is no statistically significant difference at the level of significance (0.5) between the average grades of students of the experimental group and the control group in acquiring teaching skills for the experimental group. In light of the findings, the researchers reached several conclusions and presented several recommendations and suggested several future studies.

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