The effectiveness of object segmented and non-object segmented instructional video for on-job practical skill training

Abstract

Instructional video as training aids allows proactive increases the understandings video content. This Empirical of effective type of instructional video study examined to overcome the current text and picture form practical skill training aid used. This method is inadequate and difficult to be visualized by the hard disk assembly operators during the training session. As results the assembly method skills vary based on their understanding and these risks the output yield. A single group pretest and posttest design is used for the study of effectiveness of instructional video types on skill outcome and operators motivation in on-job practical skill. Two type of video studied: object segmented and non-objected segmented instructional video. Results of the experiment showed that the value of instructional video for learning effectiveness was contingent upon the object segmented instructional video. The operators that used object segmented instructional video achieved significantly better learning performance and a higher level of learner confidence than those in non-objected segmented instructional video. The findings suggest that it may be important to isolate the background in the instructional video in order to increase learners focus.