Camtasia Studio Research Articles

The dark side of custom animation

Over the last decade, PowerPoint has become the medium of choice for many instructors. The software provides animation options for the emphasis, entry or disappearance of text and figures. Many instructors use these options regularly with the impression that such effects enhance student learning by allowing concepts to be introduced incrementally. This research explores the impact of custom animation in PowerPoint lectures and examines the idea that custom animation may, in fact, negatively impact student learning. To test this hypothesis, two versions of a PowerPoint lecture were recorded in Camtasia Studio. The presentations differed only in the presence of animation to incrementally present information. To assess the impact of custom animation on student learning, students were shown either the animated or non-animated recordings and were tested regarding the presented information. The computational results show a significant difference (p < 0.001) between the means of overall student performance after viewing lectures with non-animated and animated PowerPoint slides, suggesting that static slides allow students to retain more information than their dynamic counterparts.

Assessing the Effectiveness of Online Library Instruction with Finance Students

ABSTRACT Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction.

Review: Camtasia Studio 5.1

Book Review| October 01 2008 Review: Camtasia Studio 5.1 Camtasia Studio 5.1TechSmith Corp. George Self George Self Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2008) 70 (8): 506. https://doi.org/10.2307/30163334 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation George Self; Review: Camtasia Studio 5.1. The American Biology Teacher 1 October 2008; 70 (8): 506. doi: https://doi.org/10.2307/30163334 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

Using Camtasia to develop and enhance online learning

Camtasia Studio is an inexpensive screen recording software that allows the user to create multi-platform video and audio recordings of anything that can be displayed or demonstrated on a computer ...

Creating and Publishing Custom-Made Multimedia Screen Presentations

Camtasia Studio 4.0. 2006. Developed by TechSmith Corporation, 2405 Woodlake Drive, Okemos, MI 48864-5910. Single-user license of Camtasia Studio 4.0 for education costs $179. For complete pricing and ordering information contact sales at http://www. techsmith.com. System requirements: Minimum 1 GHz processor (2.5 GHz is strongly recommended for PowerPoint[R] recordings) Minimum 500 MB of RAM (1 GB recommended) Windows-compatible sound card, microphone and speakers are recommended Program installation takes up 60 MB of hard-disk space Camtasia Studio supports Microsoft Windows 2000/XP with Microsoft DirectX 9 or later. The Camtasia Studio add-in for PowerPoint[R] requires Office 2000/ XP or later For an up-to-date listing of system requirements, visit the TechSmith Web site at www.tech smith.com. Camtasia Studio 4.0 is a complete software package for the production of multimedia screen videos. It is well designed and provides a greater variety of features than previous versions while it has become easier to use. The high-quality custom videos can be played back on the Internet, CD-ROM, and mobile media players, such as a Video iPod. The software allows the user to record and edit PowerPoint[R] presentations, various audio tracks, and videos to create amazing interactive videos, screencasts, and presentations that are useful to educators. Other options include picture-in-picture format for capturing video from a webcam that is synchronized with the screen recordings and screen drawings with effects, such as highlighting cursor movements and drawing on the screen. The software combines verbal and textual information into videos, which has been shown to significantly increase student understanding and memory of the concepts being presented. Camtasia Studio 4.0 can be used to create instructional supplements for advanced students who need more challenge, and also to offer additional help to students who are failing behind. These supplements allow students to work at their own pace and review material multiple times. Teachers can embed quiz questions into the video content to assess student learning. Camtasia Studio 4.0 also helps instructors comply with Section 508 of the Rehabilitation Act regarding the designing and deploying of accessible information to breakdown delivery and learning barriers regardless of the student's capabilities. It is easy to get started with Camtasia Studio 4.0 and to successfully create multimedia presentations. Instructors can immediately record narrated presentations for student lectures by using the Recording Wizard with familiar Record, Pause, and Stop controls. I easily produced a PowerPoint[R] recording of a presentation on cellular respiration on my first attempt by doing the following steps: 1. Plug a microphone into the computer. 2. Start PowerPoint[R]. 3. Click on the record button in the toolbar to capture the screen video and audio. 4. Give presentation by speaking into the microphone and explaining the content of each slide. (I use cursor movements to direct the attention of the audience and with more advanced presentations I include video from a webcam and screen drawings as I give the presentation.) 5. Edit presentation if desired. 6. Use the simple Production Wizard to render screen video to the best format for viewing from Web, CD-ROM, or mobile media players. (It allows for many media formats, such as MP3, iPod video, Adobe Flash (SWF and FLV), AVI, WMV, QuickTime (MOV), RealMedia (RM), animated GIF, and even an executable (EXE) file.) 7. Upload video file to Screencast.com, personal or school Internet server, or burn onto CD-ROM for sharing. 8. Share the specific Internet address of the video on the Screencast.com site with the selected audience. Camtasia Studio 4.0 can be used not only for recording PowerPoint[R] presentations but also for creating training, instruction, and demonstrations of software applications. …

Animated Cell Biology: A Quick and Easy Method for Making Effective, High-Quality Teaching Animations

There is accumulating evidence that animations aid learning of dynamic concepts in cell biology. However, existing animation packages are expensive and difficult to learn, and the subsequent production of even short animations can take weeks to months. Here I outline the principles and sequence of steps for producing high-quality PowerPoint animations in less than a day that are suitable for teaching in high school through college/university. After developing the animation it can be easily converted to any appropriate movie file format using Camtasia Studio for Internet or classroom presentations. Thus anyone who can use PowerPoint has the potential to make animations. Students who viewed the approximately 3-min PowerPoint/Camtasia Studio animation "Calcium and the Dual Signalling Pathway" over 15 min scored significantly higher marks on a subsequent quiz than those who had viewed still graphics with text for an equivalent time. In addition, results from student evaluations provided some data validating the use of such animations in cell biology teaching with some interesting caveats. Information is also provided on how such animations can be modified or updated easily or shared with others who can modify them to fit their own needs.

Enhancing Engineering Computer-Aided Design Education Using Lectures Recorded on the PC

Computer-Aided Engineering (CAE) is a course that is required during the third year in the mechanical engineering curriculum at Binghamton University. The primary objective of the course is to educate students in the procedures of computer-aided engineering design. The solid modeling and analysis program Pro/Engineer™ (PTC®) is used as the basis of this course. As a means to this objective, students must be trained to use the Pro/Engineer™ software. We created a series of video lectures using Camtasia Studio (TechSmith®) to accomplish the Pro/Engineer™ training. As the literature for the software says: “Camtasia Studio is a complete solution for quickly creating professional-looking videos of your PC desktop activity.” Thirteen videos were created for this course, which incorporated audio combined with PowerPoint™ slides. The video files (avi's) are distributed to students on five CD's. This article describes the structure of the course and how the videos are integrated into it. Also included is a brief overview of the creation of the videos. Results of a survey of student satisfaction with the video format that was used in the course are presented.

Using PHStat And Camtasia Studio 2 In Teaching Business Statistics

More and more business professors are integrating technology into their courses to create a more stimulating learning environment and develop better communication channels between students and instructors. Online lessons, whether used as a study aid in the hybrid classroom or, as a complete package for the distance learner, create additional workloads for instructors who are willing to commit to the online environment. Any tool that can ease the creation process is a welcome addition to even the most technologically savvy professor. This paper shows how a statistics application program, such as PHStat, can be fully integrated into a complete online reenactment by using a video/sound capture program such as Camtasia Studio 2.

From Cameras to Camtasia

SUMMARY Librarians are always looking for new and innovative ways of delivering content to their users. Camtasia Studio, a screen capture program, offers a simple, low-cost alternative to live video when it comes to creating streaming audio and video content. Following up on a 2001 article in Computers in Libraries, the author compares his experiences using Camtasia Studio to his original experience using live video. He determines that Camtasia offers similar functionality with less equipment and lower cost than the traditional method.

The Remote Library and Point-of-Need User Education

This paper discusses information literacy instruction from the perspective of Charles Sturt University, an Australian university with a high proportion of distance learning students. Topics covered include e-mail, Ask-A-Librarian services, online forums (a form of newsgroup developed at Charles Sturt University), online Chat, NetMeeting, Webezy (a Web tutorial), Camtasia Studio, an animated screen capture tool, and the embedding of information literacy instruction tutorials within the curriculum. There is some discussion of programs at other tertiary institutions, especially Australian universities. It is argued that in the field of information literacy instruction the role of the librarian is changing significantly, and that university librarians must both adapt to new educational paradigms and seek out new partnerships.

Use of Screen Recording Software to Create Video Tutorials for Dermatopathology Education

Texts and atlases have limitations when used to teach dermatopathology to trainees: they can be tedious and time‐consuming to use, image detail is limited, text and figure legends can be ambiguous, and only a minor degree of image annotation (letters, arrows, lines outlining important features) is possible. A video screen recording software program (Camtasia Studio) has been used to create high quality digital audio and video dermatopathology tutorials. The screen recording program is started with the image window being recorded. Audio narration (USB digital microphone) is recorded along with live drawings of annotating lines outlining important histologic features, creating the effect of a “digital chalkboard” being used by the instructor. Separate clips of each “chalkboard annotation” with accompanying narration can be combined to create a seamless movie detailing each of the important histopathologic features leading to a specific dermatopathologic diagnosis. Video dermatopathology tutorials are extremely effective because they closely mimic instruction at the microscope. However, they offer the significant advantage of allowing remote teaching at any time or place convenient for the learner. Tutorials can be compressed into a variety of multimedia formats and streamed for web delivery or can be provided on CD for distribution.

Internet usage by low-literacy adults seeking health information: an observational analysis.

Background Adults with low literacy may encounter informational obstacles on the Internet when searching for health information, in part because most health Web sites require at least a high-school reading proficiency for optimal access.Objective The purpose of this study was to 1) determine how low-literacy adults independently access and evaluate health information on the Internet, 2) identify challenges and areas of proficiency in the Internet-searching skills of low-literacy adults.Methods Subjects (n=8) were enrolled in a reading assistance program at Bidwell Training Center in Pittsburgh, PA, and read at a 3rd to 8th grade level. Subjects conducted self-directed Internet searches for designated health topics while utilizing a think-aloud protocol. Subjects' keystrokes and comments were recorded using Camtasia Studio screen-capture software. The search terms used to find health information, the amount of time spent on each Web site, the number of Web sites accessed, the reading level of Web sites accessed, and the responses of subjects to questionnaires were assessed.Results Subjects collectively answered 8 out of 24 questions correctly. Seven out of 8 subjects selected "sponsored sites"-paid Web advertisements-over search engine-generated links when answering health questions. On average, subjects accessed health Web sites written at or above a 10th grade reading level. Standard methodologies used for measuring health literacy and for promoting subjects to verbalize responses to Web-site form and content had limited utility in this population.Conclusion This study demonstrates that Web health information requires a reading level that prohibits optimal access by some low-literacy adults. These results highlight the low-literacy adult population as a potential audience for Web health information, and indicate some areas of difficulty that these individuals face when using the Internet and health Web sites to find information on specific health topics.

Software tools for developing an acoustics multimedia CD-ROM

A multimedia CD-ROM was developed to accompany the textbook, Science of Sound, by Tom Rossing. This paper discusses the multimedia elements included in the CD-ROM and the various software packages used to create them. PowerPoint presentations with an audio-track background were converted to web pages using Impatica. Animations of acoustic examples and quizzes were developed using Flash by Macromedia. Vegas Video and Sound Forge by Sonic Foundry were used for editing video and audio clips while Cleaner by Discreet was used to compress the clips for use over the internet. Math tutorials were presented as whiteboard presentations using Hitachis Starboard to create the graphics and TechSmiths Camtasia Studio to record the presentations. The CD-ROM is in a web-page format created with Macromedias Dreamweaver. All of these elements are integrated into a single course supplement that can be viewed by any computer with a web browser.