Efectividad y motivación hacia el uso de videotutoriales para el aprendizaje de un software musical

  1. José Palazón Herrera
Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Year of publication: 2018

Volume: 30

Issue: 4

Pages: 663-692

Type: Article

DOI: 10.1080/11356405.2018.1514804 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Abstract

The objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students’ perceptions of their use. The project has been developed within a flipped-classroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students’ independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students’ autonomy in relation to the teacher and motivation towards the resource used.

€ View funding

Funding information

Para responder a la Hipótesis 1 de este trabajo se toma como variable explicada la nota/calificación en ‘edición de partituras musicales’ y como variables explicativas: (1) el ‘grupo’, que diferencia entre el tipo de recurso empleado por los alumnos; (2) el ‘tiempo’, que diferencia entre el momento PRE y POST; y (3) las ‘calificaciones’ obtenidas en el examen sobre lenguaje musical antes de comenzar el proyecto (se utiliza como covariable), con el propósito de detectar si se produce un efecto sobre la variabilidad dentro de los sujetos y de este modo aislar su efecto para conseguir una cuantificación más representativa y fiable del efecto del recurso empleado por los alumnos en la edición de partituras musicales.

Funders

Bibliographic References

  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research on teaching. Chicago, IL: Rand McNally.
  • Catrambone, R., & Yuasa, M. (2006). Acquisition of procedures: The effects of example elaborations and active learning exercises. Learning and Instruction, 16, 139–153.
  • de Koning, B. B., Tabbers, H., Rikers, R., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21, 113–140.
  • de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21, 731–746.
  • de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20, 111–122.
  • Giannakos, M. N. (2013). Exploring the video-based learning research: A review of the literature. British Journal of Educational Technology & Society, 44, E191–E195.
  • Green, S., Voegeli, D., Harrison, M., Phillips, J., Knowles, J., Weaver, M., & Shephard, K. (2003). Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses. Nurse Education Today, 23, 255–261.
  • Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the L@S ‘14 Proceedings of the first ACM conference on Learning @ scale conference, Atlanta, GA
  • Hsin, W. J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253–259.
  • Ibrahim, M., Antonenko, P. D., Greenwood, C. M., & Wheeler, D. (2012). Effects of segmenting, signalling, and weeding on learning from educational video. Learning, Media and Technology, 37, 220–235.
  • Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28, 820–831.
  • Kay, R. H. (2014). Developing a framework for creating effective instructional video podcasts. International Journal of Emerging Technologies in Learning, 9, 22–30.
  • Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48, 169–183.
  • Lloyd, S. A., & Robertson, C. L. (2011). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39, 67–71.
  • Lowe, R. K., & Boucheix, J. M. (2016). Principled animation design improves comprehension of complex dynamics. Learning and Instruction, 45, 72–84.
  • Luke, B., & Hogarth, K. (2011). Developing and enhancing independent learning skills: Using video tutorials as a means of helping students help themselves. Accounting Research Journal, 24, 290–310.
  • Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: Meta-analysis and review of online learning studies. Washington, DC: US Department of Education.
  • Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21, 687–704.
  • Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.
  • Paas, F., van Gerven, P., & Wouters, P. (2007). Instructional efficiency of animation: Effects of interactivity through mental reconstruction of static key frames. Applied Cognitive Psychology, 21, 781–793.
  • Paik, E. S., & Schraw, G. (2013). Learning with animation and illusions of understanding. Journal of Educational Psychology, 105, 278–289.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255–287.
  • Palmiter, S., & Elkerton, J. (1993). Animated demonstrations for learning procedural computer-based task. Human-Computer Interaction, 8, 193–216.
  • Plaisant, C., & Shneiderman, B. (2005). Show me! Guidelines for producing recorded demonstrations. Paper presented at the 2005 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC 2005), Dallas, TX.
  • Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., … Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72(Supplement C), 271–291.
  • Simsek, N. (2005). Perceptions and opinions of educational technologists related to educational technology. Journal of Educational Technology & Society, 8(4), 178–190.
  • Stockwell, B. R., Stockwell, M. S., Cennamo, M., & Jiang, E. (2015). Blended learning improves science education. Cell, 162, 933–936.
  • Sweller, J. (2006). Discussion of ‘emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments’. Applied Cognitive Psychology, 20, 353–357.
  • Targamadze, A., & Petrauskiene, R. (2010). Impact of information technologies on modern learning. Information Technology and Control, 39, 169–175.
  • Tversky, B., Bauer-Morrison, J., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247–262.
  • Úriz, M. J., Ballestero, A., Viscarret, J. J., & Ursúa, N. (2006). Metodología para la investigación. Pamplona: Eunate.
  • van der Meij, H. (2017). Reviews in instructional video. Computers & Education, 114(SupplementC), 164–174.
  • van der Meij, H., Karreman, J., & Steehouder, M. (2009). Three decades of research and professional practice on printed software tutorials for novices. Technical Communication, 56, 265–292.
  • van der Meij, H., & van der Meij, J. (2014). A comparison of paper-based and video tutorials for software learning. Computers & Education, 78, 150–159.
  • Whatley, J., & Ahmad, A. (2007). Using video to record summary lectures to aid students’ revision. Interdisciplinary Journal of E-Learning and Learning Objects, 3, 185–196.
  • Woolfitt, Z. (2015). The effective use of video in higher education. Retrieved from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf
  • Wright, L. K., Newman, D. L., Cardinale, J. A., & Teese, R. (2016). Web-based interactive video vignettes create a personalized active learning classroom for introducing big ideas in introductory biology. Bioscene, 42(2), 32–43.
Data source: Dialnet