Abstract
The present study assessed the effectiveness of video-based tutorials for software training in which three practice schedules (i.e., blocked, interleaved and hybrid) were systematically varied. Forty-nine participants studied the video tutorials and engaged in task practice to learn advanced formatting tasks for Word. The conditions were compared for processing of the videos and effectiveness judgments. Also, self-efficacy and knowledge development were assessed. No effect of practice schedule was found on video processing measures (i.e., total time, unique play time, replays). Self-efficacy development was positive and significant. For untrained items this development favoured the hybrid over the interleaved practice schedule. Effectiveness judgments were favourable and similar for the three conditions. Both conceptual and procedural knowledge development (during and after training) was significant. No effect of practice schedule on these developments was found.
Published Version
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