Video Lectures Research Articles

Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures

AbstractThe present study examined whether students' prior knowledge moderated the effects of their motivation compositions on learning performance (ie, retention and transfer) and interaction (ie, interpersonal brain synchronization (IBS) and behavioural pattern) in learning from video lectures. The results confirmed the benefits of the composition of two high motivation students on their knowledge transfer. The results also showed that students' prior knowledge had a moderating effect on interaction. For low prior knowledge students, high motivation composition increased their IBS in the temporoparietal junction‐inferior parietal lobule (TPJ‐IPL), temporoparietal junction‐supplementary motor area (TPJ‐SMA), inferior parietal lobule‐supplementary motor area (IPL‐SMA) and anterior prefrontal‐anterior prefrontal cortex (aPFC‐aPFC) regions during co‐explaining and enhanced their regulating‐related behavioural sequences and decreased disagree‐related behavioural sequences. However, for high prior knowledge students, a high motivation dyad composition decreased their IBS in the supramarginal gyrus‐anterior prefrontal cortex (SMG‐aPFC) while co‐viewing the video lecture, and in the TPJ‐IPL, TPJ‐SMA, IPL‐SMA and SMG‐aPFC during co‐explaining, cognitive communication, argumentation‐related and regulating‐related behavioural sequences but enhanced off‐task‐related behavioural sequences. Our findings suggest that instructors should encourage high motivation students to co‐view video lectures, and scaffold students with low prior knowledge to enhance regulating‐related behavioural sequences and scaffold students with high prior knowledge and high motivation to enhance cognitive communication, argumentation‐related and regulating‐related behavioural sequences and decrease off‐task‐related behavioural sequences. Practitioner notesWhat is already known about this topic Co‐viewing video lectures is a common form of learning across a wide range of ages and topics. Students' motivation is essential for optimal learning in various settings (eg, face‐to‐face classroom and online learning). Students' prior knowledge moderates the effects of their motivations on learning from video lectures from the individual perspective. What this paper adds The composition of two high motivation students benefits their knowledge transfer. For low prior knowledge students, the composition of two high motivation students increased their IBS in the TPJ‐IPL, TPJ‐SMA, IPL‐SMA and aPFC‐aPFC regions, enhanced their regulating‐related behavioural sequences and decreased their disagree‐related behavioural sequences. For high prior knowledge students, the composition of two high motivation students decreased their IBS in multiple brain regions, as well as their cognitive communication, argumentation‐related and regulating‐related behavioural sequences, but enhanced their off‐task‐related behavioural sequences. Implications for practice and/or policy High motivation students are encouraged to co‐view video lectures. Instructors should scaffold students with low prior knowledge to enhance regulating‐related behavioural sequences. Instructors should scaffold students with high prior knowledge and high motivation to enhance cognitive communication, argumentation‐related and regulating‐related behavioural sequences and decrease off‐task‐related behavioural sequences.

ФІЗИЧНЕ ВИХОВАННЯ СТУДЕНТІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

The article presents a pedagogical analysis of the problem of physical education of students in the context of the introduction of distance learning. It is proposed to consider the main aspects of distance learning technology as a means of creating an opportunity to support and prevent the phenomena of social maladjustment of student youth. The study is complemented by practical aspects of this type of interaction with students, analysis of academic and scientific achievements in this direction. On the basis of the results of the pedagogical analysis, a system of organizational forms, methods and means of physical education is proposed in order to create the possibility of maintaining the appropriate level of motor activity of students, the target orientation of distance learning in the implementation of physical education of students and the use of vector information technologies in this process is singled out, which opens up new prospects for development industry and should become the basis of the strategy for the development of physical education. It has been found that the use of distance learning technology allows to provide holistic multi-faceted physical education, aimed at preserving and strengthening the health of students in a situation of forced restriction of their motor activity. The conclusion is substantiated that, mastering digital learning technologies, applying the most successful methodological techniques for mastering the curriculum by students at a distance, selecting such trainings, video lectures, master classes, tasks and sets of exercises for the development of physical qualities that do not require special equipment, inventory and can be performed at home enable the formation of a health-preserving environment in order to counteract the negative consequences of the remote form of organization of student education and create effective conditions for the development of motor qualities (strength, speed, endurance, flexibility, dexterity), improvement of sports technique and analytical functions of the body . Student photo and video reports on the performance of exercises and the compilation of standards, test tasks, work with theoretical materials, constant monitoring of the state of health are priorities in the process of independent organization of classes on physical education, physical self-improvement, and lifestyle structure.

Critical Hope

Abstract This article explores the theory and practice of critique in the works of the Lebanese Communist intellectual Husayn Muruwwa (1910–1987) and his grandson Rabih Mroué (b. 1967). Husayn Muruwwa, one of the most important Arab intellectuals of the second half of the twentieth century, reinvented literary criticism and cultural critique in the 1950s and '60s. His grandson, one of the most prominent Arab visual artists, has been redefining the critical approach to visual representation since the Lebanese civil war. The article pits Husayn Muruwwa's critique based on collective hope and emancipation against his grandson's vision of an individualistic critique based on desire. It considers the critical and political writings of Husayn Muruwwa and Rabih Mroué's performances, video lectures, and interviews to explore specifically how they represent hope in relation to critique, and it ultimately suggests a participatory aesthetics that is common to both and that transcends their autobiographical statements and establishes resonances between their thought. Their approaches to critique, the article illustrates, play out as revised inheritances of both the Arab renaissance (nahda) and the national liberation movements in the 1970s. These revisions create a continuity that is critical to understanding the relationship between critique and hope in the Arab intellectual tradition.

Rigorous index theory for one-dimensional interacting topological insulators

We present a rigorous but elementary index theory for a class of one-dimensional systems of interacting (and possibly disordered) fermions with U(1)⋊Z2 symmetry defined on the infinite chain. The class includes the Su–Schrieffer–Heeger (SSH) model [Su et al., “Solitons in polyacetylene,” Phys. Rev. Lett. 42, 1698 (1979); Su et al., “Soliton excitations in polyacetylene,” Phys. Rev. B 22, 2099 (1983); and Asbóth et al., A Short Course on Topological Insulators: Band-Structure Topology and Edge States in One and Two Dimensions, Lecture Notes in Physics (Springer, 2016)] as a special case. For any locally unique gapped (fixed-charge) ground state of a model in the class, we define a Z2 index in terms of the sign of the expectation value of the local twist operator. We prove that the index is topological in the sense that it is invariant under continuous modification of models in the class with a locally unique (fixed-charge) gapped ground state. This establishes that any path of models in the class that connects the two extreme cases of the SSH model must go through a phase transition. Our rigorous Z2 classification is believed to be optimal for the class of models considered here. We also show an interesting duality of the index and prove that any topologically nontrivial model in the class has a gapless edge excitation above the ground state when defined on the half-infinite chain. The results extend to other classes of models, including the extended Hubbard model. Our strategy to focus on the expectation value of local unitary operators makes the theory intuitive and conceptually simple. This paper also contains a careful discussion about the notion of unique gapped ground states of a particle system on the infinite chain. (There are two lecture videos in which the main results of this paper are discussed [H. Tasaki, “Rigorous index theory for one-dimensional interacting topological insulators: A brief introduction,” online lecture (21:41), November, 2021, seehttps://www.gakushuin.ac.jp/~881791/OL/#Index1DTI2021S and https://youtu.be/ypGVb3eYrpg and H. Tasaki, “Rigorous index theory for one-dimensional interacting topological insulators: With a pedagogical introduction to the topological phase transition in the SSH model,” online lecture (49:07), November, 2021, see https://www.gakushuin.ac.jp/~881791/OL/#Index1DTI2021L and https://youtu.be/yxZYOevV2Y].

ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ ПІД ЧАС ВИВЧЕННЯ ГУМАНІТАРНИХ ДИСЦИПЛІН В УМОВАХ ДИСТАНЦІЙНОЇ ФОРМИ НАВЧАННЯ

The article is devoted to the problem of organizing students' independent work during the study of humanitarian disciplines in the conditions of distance education. The main factors that led to the active implementation of distance education in Ukrainian higher education institutions and an increase in the share of independent work of education seekers during the study of various disciplines are characterized. The approaches of Ukrainian author to the definition of the essence of the concept of «distance learning» were analyzed, and on their basis, the author's understanding of this definition was formulated (a form of organization of the educational process, which is implemented with the help of various information technologies and involves increasing the share of independent work of education seekers during the study of program material). The essence of the concept of independent work of students as an important form of organization of the educational process in higher education institutions is clarified. The focus is on what, at the current stage, it is the main type of educational activity of students, for which no less than 1/3 and no more than 2/3 of the total amount of study time of a student allocated to the study of a specific discipline is allocated. The peculiarities of the organization of independent work by the teachers of the department of Psychology, Pedagogy and Language Training O. M. Beketov National University of Urban Economy in Kharkiv within such humanitarian disciplines as «Language training (for foreign students)», «Ukrainian language for professional direction», «Modern Ukrainian literary language», «Business Ukrainian language», «Professional rhetoric», «Scientific style language training». The main activities that are implemented in O. M. Beketov University in order to facilitate the process of independent work of students: creation of video and audio lectures, as well as slide presentations on topics studied within the disciplines, electronic correspondence, communication in Telegram, Viber, Skype applications, open access for of each student to the digital repository, which contains electronic resources, lecture notes, methodological instructions, study guides and textbooks, abstracts, dissertations, articles, etc. It has been proven that the effectiveness of the educational process in higher education depends to a large extent on the quality organization of independent work in the conditions of distance education.

ハンズオンによる技術科教員養成の電気理論科目における教育実践

The purpose of the study was to practice teaching electric theory to first graders using a hands-on approach in a technology teacher training course at a teacher's education university, and to verify the effect. Hands-on activities included simple electrical experiments and simulations in a lecture room. To allow time for hands-on activities, flipped classrooms were used as a teaching method. In the flipped classroom, students were required to watch the video lectures in advance and then engaged in hands-on activities. Fifteen lessons were taught, and the effect was examined based on test and questionnaire results of the group using the hands-on activities (experimental group) and a group without the activity (control group). The results showed that the average score of the short tests and regular examinations was significantly higher than that in the control group, except in the case of the AC circuit field. Thus, the experiments and simulations contributed to improved interest and comprehension, therefore, demonstrating the educational effect of the hands-on approach.

Broader benefits of the pretesting effect: Placement matters.

Taking a test before learning new information in a lesson improves memory for that information - pretesting effect. Although the specific memory benefit of a pretest on pretested information has been well documented, it remains unclear what the circumstances necessary for the broader memory benefit are - that is, the benefit of a pretest on memory of information in the lesson that was not pretested. Sometimes this broader benefit is present, but other times it disappears or reverses. We investigated if manipulating where the non-pretested information appears in a lesson - either before or after the pretested information - affects broader memory benefits. Participants read a text passage (Experiment 1) or watched a video lecture (Experiment 2) after completing a pretest on half of the lesson content. The pretested information appeared either at the beginning (prior to the non-pretested information) or at the end (after the non-pretested information) of the lesson. The final test assessed memory of both pretested and non-pretested information. We hypothesized that pretests trigger an attentional window that opens during the lesson and closes after pretested information has been identified. Any information, including non-pretested information, will benefit from being in this window because it is more likely to be processed. We found that memory of non-pretested information is better if the non-pretested information is presented at the beginning versus at the end of a lesson, regardless of delivery modality. These results indicate that the presentation order of pretested versus non-pretested information contributes to the broader memory benefits associated with pretesting.

Data-Based Learning Analysis and Its Application to English Education: Focusing on Online and Blended Learning Environment

This study uses a portion of the learner data from Learning management system(LMS) to find factors that affect academic achievement. In addition, this study tried to suggest a method to apply this learning analysis to English education. For this purpose, the LMS data for (1) lectures during the 4th semester (September 2020~June 2022) in the ‘online class environment’ due to COVID-19 and (2) classes in the 2nd semester in 2022 conducted as ‘blended learning’ classes was collected and analyzed. The main results are as follows. In the ‘online learning environment’, it was found that there was a significant positive correlation between the access frequency and grades by LMS content and the frequency of access to class lecture videos, notices and assignments had a significant effect on learners’ grades. In the ‘blended learning environment’ the results of the correlation analysis showed that there was a significant positive correlation between the access frequency of announcements and videos and grades.
 However, in the results of the regression analysis, there were no variables that affected grades. This study is meaningful in that it investigated the relationship between the frequency of access to each content and academic achievement in order to identify more accurate variables.

Student Video Curation

In the academic year 2020-21 Middlesex University maths students accessed all learning sessions remotely. Each of these interactive sessions was live-streamed, recorded and uploaded to our Virtual Learning Environment, providing hundreds of hours of recorded, unedited maths lecture for students to review.This case study reports on a project (partially funded by an IMA Education Grant) in which we invited undergraduates to reflect on their remote learning experiences and curate these video lectures. Students were asked to identify the most engaging, useful and interesting segments, and categorise and explain their choices in free-text comments to help us develop our approach to remote lectures and video resources.A total of 33 video clips were identified by students across levels 4 to 6 on our specialist BSc Mathematics and BSc Mathematics with Computing programmes. In this paper we will discuss our findings, illustrate with examples clips, identify themes in the student choices, and conclude with tips to produce engaging video content.We will also discuss applications of video curation as a social pedagogic tool for the current Generation Z students. We will argue that sharing how students interact with digital learning resources can help address the significant digital divide in education.

Self-study enhances the learning effect of discussions

ABSTRACT Background Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university. Methods The present study compared the two-part instructional sequence of three groups: watching a video lecture (LD) and self-study (SD) groups, both followed by student-led discussions, and reviewing after watching a video lecture (LR) group. We compared test results using verbatim, paraphrased, and transfer items. We also carried out in-depth analyses of dialogs in the discussions. Findings In three separate experiments, we found that the discussion groups scored significantly higher than the review group. Moreover, the SD group performed better than the LD group of the two discussion groups. Analyses of dialogue suggest that self-study elicited more active and productive content from the students than lectures, leading to superior performance. Contribution Our results indicate that self-study can significantly enhance the learning effect of discussions.

Online Learning As a Tool for the Education System in the Context of Digitalisation

Online learning has tended to increase its use in the education system since the beginning of the pandemic. The article aims to empirically investigate the effectiveness of online learning as a tool for the education system in the context of digitalization. The study is based on the use of a structured interview technique and an analysis of the results of a survey of Ukrainian university students. To ensure organization and self-discipline, comprehension, learning, and assimilation of learning material, it is important to ensure a sufficient level of interactivity and teacher-student interaction, feedback, and guidance to students in an adequate time frame. A well-functioning feedback system is a supportive and essential element for student learning. Classical deadlines set by the teacher for assignments are also a valid method in online learning. Students noted the importance of creativity in the teacher's presentation of the task and the importance of the limitations of the methods by which the task can be solved. Timely revision, and evaluation by the teacher of the work, the task also encourage students to put a higher level of effort into their online learning. Online synchronous seminars in ZOOM are more impactful and motivating than recorded video lectures, and presentations which are available to students in asynchronous mode. An essential method of online learning was noted by the students to complete individual written assignments on the studied topic immediately after its presentation. The teacher's explanations and live synchronous conversation were also effective in online learning. Continuous, systematic educator monitoring of the progress and attendance at the online classes encouraged students to attend lectures but was not a major method for ensuring synchronous attendance.

The effect of watching lecture videos at 2× speed on memory retention performance of medical students: An experimental study

Aim This study aimed to determine how watching lecture videos at 1× and 2× speeds affects memory retention in medical students. Methods A posttest-only experimental design was utilized. The participants were 60 Year-1 and Year-2 medical students. The participants were assigned to one of two groups through stratified randomization: Group 1 would watch the video at 1× speed, and Group 2 at 2× speed. Their performance was assessed using a test comprising 20 multiple-choice questions. The test has been applied immediately after watching the video (Immediate test), and, again after one week (Delayed test). Parametric and non-parametric statistical tests were performed. Results In the Immediate test, the mean score of the 1× speed group was 11.26 ± 4.06, while 2× speed group’s mean score was 10.16 ± 2.46. The difference was not significant t(58) = 1.26, p > .05. In the Delayed test, the mean score of 1× speed group was 9.66 ± 3.94, while 2× speed group’s mean score was 8.36 ± 2.80. The difference was not significant t(55) = 1.42, p > .05. Conclusions Watching the video lecture at 2× speed did not impair memory retention in medical students. This may help students to save time in their dense curricula. Practice points Many medical students watch lecture videos at 2× (double) speed to save time. While this is a time-saver, the negative impact on their learning is unclear. This paper describes a randomized trial that measures the learning impact when medical students watch an instructional video at 2× speed and finds that there is no significant negative impact on their learning.

Flipped Classroom Learning Approach in Physiotherapy Education - A Journey Towards Digital Era.

The objective of this study was to assess the effectiveness of the Flipped Classroom Approach which is a blended learning approach in which students receive digital lectures as homework, while active learning activities are used in the classroom. To start with students are provided information about this model and its implications on learning. Classroom learning resources consists of about 12 hours pre-recorded video lectures, YouTube videos, e-learning course video lectures, watching of pre-recorded lectures video prepared by experts and experienced teachers, seven full day seminars for 8 weeks period, assignments (ranging in difficulties from lower order thinking skills to higher order) and films. The role of the educator is to council the group and is to organize the seminars. The course examination took place about 8 weeks after the last seminar. The students’ performance was assessed with grades.
 Meta-analysis yielded statistically improvement in learner’s performance in higher order thinking skills, self-regulatory learning and clinical competences as compared to conventional teaching. It also encourages collaborative work environment.

Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!

In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufficiently, open questions about the types of prompts and role of students’ engagement remain. We thus conducted an online field experiment with teacher students at a German university (N = 124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic Cognitive Apprenticeship was supplemented by (A) notes prompts (n = 31), (B) principle-based self-explanation prompts (n = 36), (C) elaboration-based self-explanation prompts (n = 29), and (D) both principle- and elaboration-based self-explanation prompts (n = 28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce different types of self-explanations, but had no significant effect on learning outcomes. What indeed positively and significantly affected learning outcomes were the students’ self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively affected learning outcomes. Our findings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures.

The Effects of Student-Engaged Video Lectures on Motivation for Sustainable Flipped Learning

Flipped learning has a metacognitive effect on learning and knowledge and cultivates students’ active and subjective attitudes toward participatory lessons. This pedagogical model is a specific type of blended learning that frees up classroom time for interaction and higher-order activities. Recent research on flipped learning tends to focus on its educational effects and operational methods. However, no studies have considered the types of video lectures that should be developed or how to encourage students’ engagement in pre-class activities. If students do not watch the video lecture beforehand, the effects of the flipped learning class may be restricted. Therefore, for flipped learning to be sustainable, instructors should encourage students to watch the video lecture before class. In this study, we aimed to determine whether videos that engage students affect students’ motivation more than videos produced by instructors alone. Fifty-two students studying ”Basic Hindi I” provided their consent to participate in the study. Questionnaire surveys were conducted before and after midterm exams, using video lecture type and students’ grades as parameters. We examined the contributions and educational effects of flipped learning and sustainable language education on motivation. Our study’s methodology combines qualitative and quantitative approaches based on a mixed methods sequential explanatory design. We used the Instructional Materials Motivation Survey (IMMS) designed by Keller to investigate how students’ motivation is affected by different types of video lecture. Two focus group interviews were conducted to interpret the results of quantitative studies. The results show that a significant difference could not be obtained between the traditional video lecture (TVL) and student-engaged video lecture (SEVL). However, the SEVL made a slight difference in the attention variable regardless of students’ grades.

Teaching with social context in instructional video facilitates second language vocabulary learning

Video lectures are becoming an important and accessible way for adults to learn a new second language (L2). Unlike face-to-face classroom teaching, teachers are more challenged by the asynchronous mode of video teaching. Finding more effective teaching methods is a great concern for teachers. The present study examined adults' second language (L2) vocabulary learning in a video-based social learning environment. Participants included 116 Chinese undergraduates. They learned German words through one of three pedagogical video lecture conditions: social-context (SC) condition, picture-phonics (PP) condition, and non-picture phonics (NPP) condition. We measured learners’ learning performance, cognitive load, intrinsic motivation, and learning satisfaction. The results indicated that adult learners in the SC condition performed significantly better in word meaning retention, had significantly higher intrinsic motivation, and perceived significantly lower cognitive load as compared to the PP and NPP conditions. The implications are that teachers could use social learning pedagogy to create a better video-based learning environment for L2 adult learners for better learning performance.

Effect of multimodal comprehensive communication skills training with video analysis by artificial intelligence for physicians on acute geriatric care: a mixed-methods study

ObjectivesTo quantitatively analyse by artificial intelligence (AI) the communication skills of physicians in an acute care hospital for geriatric care following a multimodal comprehensive care communication skills training programme and...

Effects of Instructors' Character in Video Lectures: Does the Age of Lecturer Influence the Students' Learning Under Pandemic COVID-19?

This study investigated the impact of various age of online video lecturers on the learning performance of young college students, based on the previous studies about Model-Observer Similarity Hypothesis. Over the past few decades, many studies proved that learning is enhanced when the observer closely identifies with the model. Consequently, the present study aimed to examine how older or younger lecturers during two 10-minute videos influence the learning outcomes of young students (1), perceived similarity for each instructor of different ages (2), and the perceived explanation for each instructor (3), all other factors being equal. To test these hypotheses, a total of 20 (F = 14, M = 6) participants between the ages of 18 and 30 (F = 14, M = 6) were recruited from diverse college-student backgrounds and randomly assigned to two video lectures on Epigenetics and Behavioural genetics taught by either a younger or older instructor. The younger professor is less than 30 years old, whereas the elder lecturer is older than 40. The experiment's results were analysed using a paired sample t-test to evaluate these three hypotheses separately. All of the results were inconsistent with the model-observer hypothesis' expectations. It demonstrated that there is no significant difference between the learning performance of young students with regard to watch either younger or older instructor. Following that, it has been reported on the potential causes of contradictory results, limits, and prospective future applications.

Influence of instructor's facial expressions in video lectures on motor learning in children with autism spectrum disorder.

During the COVID-19 pandemic, video materials have played crucial roles in supporting learning among children with autism spectrum disorder (ASD). This study aimed to explore the effects of the instructor's facial expressions in video lectures on attention and motor learning in children with ASD versus typically developing (TD) children. A total of 60 children were randomly assigned to four groups: (1) ASD-happy, (2) ASD-neutral, (3) TD-happy, and (4) TD-neutral. Both happy groups paid more attention to the video lectures. The ASD groups achieved higher accuracy and fidelity of motor learning when the instructor smiled. Results revealed that greater attention to video lectures predicted better performance in children with ASD. This study has practical implications for the design of learning materials for children with ASD: An instructor should be encouraged to show a happy expression to promote learning.

비대면 실기영상 강의에서 스트릿댄스 전공 대학생이 인식하는 학습 실재감이 학습 만족도 및 학습 지속 의향에 미치는 영향

본 연구의 목적은 코로나19 상황에 실시된 비대면 실기영상 강의를 수강한 스트릿댄스 전공자들이 인식하는 학습 실재감과 학습 성과(학습 만족도, 학습 지속 의향)에 어떠한 영향을 미치는 지를 알아보는 것이다. 본 연구대상자들은 2021학년도 1학기에 G시에서 활동하는 스트릿댄스 전공의 비대면 실기강의 경험이 있는 4년제 일반대학 2,3,4학년 대학생으로 선정하였으며, 160부의 설문지를 통계분석한 후 다음과 같은 결론을 도출하였다. 첫째, 학습자가 인식한 인지적 실재감은 학습 만족도와 학습 지속 의향의 하위변인의 모든 요소에서 유의하게 영향을 미쳤음을 알 수 있었다. 둘째, 학습자가 인식한 감성적 실재감은 학습 만족도에는 부분적으로 영향을 미쳤으나 학습 지속 의향에는 유의하게 영향을 미침을 알 수 있었다. 셋째, 학습자가 인식한 사회적 실재감은 하위변인 중 응집력에서만 학습만족도와 학습 지속 의향에 유의한 영향력이 있는 것으로 나타났다. 본 연구는 비대면 강의 중 실기영상 강의와 스트릿댄스 전공자가 인식하는 특수성에 집중하여 학습 실재감 별로 학습 만족도와 학습 지속 의향의 관계를 규명했다는 데 의의를 가진다. 종합적으로, 본 연구를 통한 학습 실재감과 학습 성과에 대한 유의한 영향력의 결과에 대입해보면 학습 성과를 높일 수 있는 학습 실재감의 구축 및 지원으로 저평가 되어 있는 비대면 영상강의가 긍정적인 방향으로 받아들여 질 수 있을 것으로 사료된다.