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Do medium and Context Matter when learning from multiple complementary Digital texts and videos?
Lucia Mason1, Christian Tarchi2, Angelica Ronconi1
1Department of Developmental Psychology and Socialisation, University of Padua, via Venezia 8, 35131 Padua, Italy.
Instructional Science
|September 19, 2022
Summary
Students spent more time engaging with educational videos than digital texts, regardless of the source's authority. This study explored online learning mediums and their impact on student comprehension and engagement.
Area of Science:
- Educational Technology
- Cognitive Psychology
- Media Studies
Background:
- Students increasingly rely on online resources like digital texts and videos for learning.
- Limited research exists comparing learning processes and outcomes between text and video mediums.
Purpose of the Study:
- To investigate the effects of medium (text vs. video) and context (authoritative vs. less authoritative) on student engagement, understanding, and calibration.
- To determine if these factors interact to influence learning outcomes.
Main Methods:
- A between-participants experimental design was employed.
- Identical information on social media was presented via digital texts or videos.
- Context varied between a less authoritative source (friend on Facebook) and a more authoritative source (professor on Moodle).
Main Results:
- A significant main effect of medium was found on behavioral engagement (processing time), with videos taking longer than texts.
- No significant main effects of context or interaction effects between medium and context were observed on engagement, integrated understanding, or calibration.
Conclusions:
- While students spent more time with educational videos, this did not necessarily translate to differences in comprehension or calibration compared to texts.
- Future research should explore other factors influencing engagement and learning outcomes in different online mediums and contexts.