Abstract
This study investigated how to create effective interactive video tutorials for learning computer-based tasks. The role of learner modality preferences was also considered. A 4 × 4 between-subjects factorial design was employed to examine the influence of instruction representational formats (noninteractive static, interactive static, interactive visual-only video with onscreen text, interactive video with audio narration) and learner modality preferences (visual, aural, read/write, multimodal) on instructional efficiency. Instructional efficiency was a combined effect of test performance and perceived cognitive load during learning. The results suggested that implementing interactivity into the video tutorials tended to increase transfer performance, and the role of modality preferences was related to learners’ perceived cognitive load. The significant interaction effect on transfer efficiency indicated: (a) the auditory preference tended to exhibit better transfer efficiency with the narrated video, and (b) the read/write preference tended to exhibit better transfer efficiency with both the noninteractive static format and the captioned video. This study highlighted the importance of considering individual differences in modality preferences, particularly that of auditory and read/write learners.
Highlights
As the increased interest in dynamic visuals, video tutorial becomes a popular multimedia instruction used for software training
The results suggested that implementing interactivity into the video tutorials tended to increase transfer performance, and the role of modality preferences was related to learners’ perceived cognitive load
This study aimed to explore the relation between representational formats and learner modality preferences on the effectiveness of interactivity when learning with video tutorials for software training
Summary
As the increased interest in dynamic visuals, video tutorial becomes a popular multimedia instruction used for software training. This type of instruction involves a digital recording on a computer screen, in which an expert demonstrates the execution of interface procedures accompanied by narrated explanations. 2020, Vol., No.2 limited capacity and duration, the transient information could impose a high cognitive load when learners need to hold and process information in working memory for extended periods. Compared to the written form of information (i.e., a series of static graphics and written commentaries) that is permanently available, the transient information effect (Leahy & Sweller, 2011) may lead to cognitive overload and that could hamper learning. The effect, assures the assumption that dynamic visualizations’ general superiority over static graphics is not definitively supported (for reviews, see Höffler & Leutner, 2007; Tversky, Morrison, & Betrancourt, 2002)
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