The effect of thematic video-based instruction on learning and motivation in e-learning

Abstract

The purpose of this study was to develop and evaluate the video on demand learning system. This study integrated the thematic instructional strategy into interactive video-based instruction based on the cognitive theory of multimedia learning and investigated the participant’s reflection and learning performance through post-test, IMMS and the experimental teaching activities. Under the self-controlled learning environment, students could easily hyperlink the particular segment they need so as to reduce student’s extraneous cognitive load. Also, the video presented the concise textual and pictorial learning elements simultaneously which could benefit to reinforce their learning. Accordingly, the findings of this study revealed that the interactive thematic video could promote students more engaged and acquired more information and remembered more ideas. Furthermore, the students in the experimental group could get the higher posttest scores and learning motivation than those of the control group. Key words: Thematic strategy, Interactive video on demand learning system, the cognitive theory of multimedia learning, instructional material motivational survey (IMMS).