Artículo
Online Instructional Videos: Effects of Presentation Format on Comprehension and Metacomprehension
Burin, Debora Ines
; González, Federico Martín; Marrujo Sucno, Jonathan Gabriel; Martínez, Magalí Ayelén
![Icon](/themes/CONICETDigital/images/conicet.png)
![Icon](/themes/CONICETDigital/images/conicet.png)
Fecha de publicación:
07/2024
Editorial:
Taylor & Francis
Revista:
The Journal of Experimental Education
ISSN:
0022-0973
e-ISSN:
1940-0683
Idioma:
Inglés
Tipo de recurso:
Artículo publicado
Clasificación temática:
Resumen
This study analyzed the effects of presentation format (digital text, no images video, decorative images video), and verbal ability and working memory capacity, on comprehension performance and metacomprehension judgments and bias. Two hundred and thirty-eight college students were tested in an experimental remote e-learning setting. For comprehension performance, decorative images hindered comprehension. Verbal ability was a predictor of comprehension for both text and video. For metacomprehension judgments, video led to lower and less precise judgments than text. Results are discussed in terms of seductive video versus emotional design effects in multimedia learning, and the multimedia heuristic and deception effect in metacomprehension.
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Citación
Burin, Debora Ines; González, Federico Martín; Marrujo Sucno, Jonathan Gabriel; Martínez, Magalí Ayelén; Online Instructional Videos: Effects of Presentation Format on Comprehension and Metacomprehension; Taylor & Francis; The Journal of Experimental Education; 2024; 7-2024; 1-21
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