Learning declarative and procedural knowledge via video lectures: cognitive load and learning effectiveness
Learning declarative and procedural knowledge via video lectures: cognitive load and learning effectiveness
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DOI：
10.1080/14703297.2016.1237371
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发表时间：
2018-01-01
影响因子：
1.8
通讯作者：
Yang, Jiumin
中科院分区：
文献类型：
--
作者：
Hong, Jianzhong;Pi, Zhongling;Yang, Jiumin
视频讲座在世界范围内的在线和混合学习课堂中得到了广泛的应用，其学习效果正成为许多教育工作者和研究者关注的焦点。本研究探讨了认知负荷和学习效果的视频讲座的知识被教导的类型（陈述性或程序性）和教师的可见性。每种类型的知识都采用了有导师和无导师的视频讲座。60名中国大学生被随机分配到四个讲座中的两个。他们在观看讲座后完成了认知负荷问卷和学习测试。t检验的结果表明，在视频讲座中加入教师只增加了学习者在学习过程性知识时的认知负荷;加入教师只促进了陈述性知识的学习。结果表明，视频讲座的学习效果取决于所教授的知识类型和教师的存在或不存在。
Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor visibility. Video lectures with and without an instructor were used to teach each type of knowledge. Sixty Chinese undergraduates were randomly assigned to two of the four lectures. They completed a cognitive load questionnaire and learning tests after viewing the lectures. The results of t-tests revealed that adding the instructor in a video lecture increased learners' cognitive load only when learning procedural knowledge; adding the instructor only facilitated declarative knowledge learning. The results suggest that the learning effectiveness of video lectures varies depending on the type of knowledge being taught and the presence or absence of an instructor.