HEARD AND SEEN
Instructor Led Video and its Effect on Learning
David E. Holder
School of Education, Liberty University, 1971 Liberty Blvd., Virginia, U.S.A.
Jon Young
Department of Educational Psychology, University of North Texas, Texas, U.S.A.
Keywords: Educational Technology, Multimedia Learning, Multimedia Effect, Personalization Effect.
Abstract: This study examined three ways in which instructional designers may create a more efficient learning
environment through a better understanding of multimedia learning. First, by using the theories of
multimedia learning, we examined a more efficient use of sensory memory. Secondly, the multimedia
effect, defined as using visual helps and guides with spoken and written text, was shown to assist working
memory in processing new information into existing schema. Last, by using the personalization principle set
forth by Clark and Mayer (2008), we will use both the video feed and multimedia together to foster a more
social or conversational presentation to the learner.
1 PURPOSE AND OBJECTIVE
This study examined three ways in which
instructional designers may create a more efficient
learning environment through a better understanding
of multimedia learning. First, by using the theories
of multimedia learning, we examined a more
efficient use of sensory memory. Secondly, the
multimedia effect, defined as using visual helps and
guides with spoken and written text, was shown to
assist working memory in processing new
information into existing schema. Last, by using the
personalization principle set forth by Clark and
Mayer (2008), we will use both the video feed and
multimedia together to foster a more social or
conversational presentation to the learner.
2 THEORETICAL FRAMEWORK
2.1 Multimedia Learning
Research in cognitive load theory has produced
several instructional strategies which have aided
instructional designers in developing more effective
instructional methods. This study used multimedia
learning (Mayer, 2001) because it closely related to
the purposes of this study. The goal of multimedia
learning is to foster meaningful learning through a
better understanding of how we process information.
Multimedia learning takes three findings/strategies
from cognitive load theory. The multimedia
designer uses these three principles of cognitive load
theory when creating effective multimedia elements
(Mayer, 2001). First, dual coding and dual channel
research (Baddeley, 1992; Paivio, 1986) has shown
that learners process media information differently
whether written, spoken, or graphical. Multimedia
learning states the course must be engineered to
better utilize these media elements to take advantage
of the dual coding/channel nature of working
memory. Second, multimedia learning combines the
factors that contribute to load such as intrinsic and
extraneous load (Sweller, 1999; Sweller & Chandler,
1994) and the limits of sensory and working
memory (Mayer, 2001; Miller, 1956; Sweller, 1999).
Third, multimedia learning engages active processes
such as paying attention to relevant information,
organizing, and then integrating it with other
knowledge (Mayer, 2001).
186
E. Holder D. and Young J. (2010).
HEARD AND SEEN - Instructor Led Video and its Effect on Learning.
In Proceedings of the 2nd International Conference on Computer Supported Education, pages 186-189
DOI: 10.5220/0002775201860189
Copyright
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2.2 Personalization Principle
An emerging area of study in e-learning is the
personalization principle (Clark & Mayer, 2008).
Simply stated, the personalization principle
examines the use of a conversational style rather
than a formal writing style when presenting learning
material to the distance learner (Moreno & Mayer,
2000, 2004). Evidence has emerged that suggests
that the voice of the speaker plays an important role
and that conversational text may be more effective
when heard audibly rather than in written form
(Clark & Mayer, 2008). Clark and Mayer also
describe pedagogical agents, also known as coaches,
which can be cartoon-like characters, talking head
video, or even virtual reality avatars. Recent
research in this new area has shown that these
pedagogical agents using the personalization
principle generated more learning than without them
(Atkinson, 2002; Moreno, et al., 2001). Some of
this research has also shown that there does not
appear to be a difference whether the agent is a
computer animation or a talking head video (Moreno
et al., 2001). The voice of the agent also seems to be
important to learning. A recent study where some
students were learning word problems from an agent
with computer generated voice and some from a
human voice found that they learned better from the
human voice (Atkinson, 2002; Atkinson, et al.,
2005).
3 RESEARCH METHODS
3.1 Subjects
The participants of this study were randomly
selected university undergraduate students, ages, 18-
22, enrolled in either “Introduction to computers” or
“Using computers in a classroom.”
3.2 Procedures
Each participant used an internet browser on a
computer connected to the internet to participate in
the study. The study was delivered using the web
programming language PHP attached to a MySQL
database, and consisted of a demographic section,
treatment and measurement. The participants first
filled out a short demographic survey, which
contained the following: name, age, academic
progress (grade), gender, and general contact
information. Once a participant submitted the
demographic survey, the treatment program selected
one of four treatments of the same instructional
content.
The database used a random reduction rule that
randomly assigned the learner to one of the four
groups. The next learner was then assigned to one of
the three remaining groups. The third learner was
assigned to one of the two remaining groups and the
fourth was assigned to the remaining group. The
fifth learner was assigned to one of four groups and
so on until all participants were assigned to a group.
This assured randomness in the distribution of the
task. After participants viewed the approximately
twenty-five minutes of instructional material, they
were then given the learning assessment. Once
submitted to the treatment program, the database
recorded the demographic information, version of
the treatment, and assessment score to a serial
number in the system for later retrieval and analysis.
This was a custom developed web engine for
creating and managing data.
3.3 Task
The task was a 25 minute lesson on the history of the
internet ranging from Sputnik and the foundation of
ARPA (Advanced Research Project Association) to
the commercialization of the internet in the early
1990’s. It consisted of a review of the major themes
and concepts to set the stage for the learning
material followed by a quick summative review to
assist in schema construction. Then, the core lesson
was delivered to the learners followed by a review of
the major themes and concepts to assist working
memory in correlating the new information with
previously held schema.
This information was chosen to give the research
a more universal audience without being too
specialized in any one field or curricula. Also, it had
the ability to appear relevant to the student but had
no actual impact on their course outcome unless the
instructor wished it. Therefore the instructor could
apply the lesson to a standard e-learning course
without the study causing perceived interference
with course outcomes.
This study tested three hypotheses.
1. There will be no statistically significant
difference between instruction delivered with
instructor led video and instruction delivered
without instructor led video.
2. There will be no statistically significant
difference between instruction delivered with
multimedia elements and instruction delivered
without multimedia elements.
HEARD AND SEEN - Instructor Led Video and its Effect on Learning
187

3. There will be no significant interaction effect
between instructor led video and multimedia
elements in instruction.
3.4 Independent Variables
Two independent variables were used in this study:
(1) instructor led video and (2) supportive
multimedia elements. Each independent variable
had two conditions; it was present or not present.
Instructor led video is the actual video image of the
instructor teaching. It has been commonly referred
to in the industry as talking head video. Instructor
led video is processed by working memory as video
in the video channel of sensory memory.
Multimedia presentation was the second
independent variable used in this study. Multimedia
was utilized in the forms of graphics, charts, outline
of program content, etc.; thus, augmenting the
presentation of the core learning material presented
in the study. Similar to instructor led video;
multimedia also utilizes the video channel of sensory
memory in working memory.
3.5 Dependent Variables
The dependent variable was a score obtained on a
post-test taken immediately following the 25 minute
presentation. The post-test consisted of 15 questions
about the material in the lesson. The test reviewed
the major concepts, dates, people, and places of the
lesson. The questions addressed several sections of
Bloom’s Taxonomy from knowledge and
understanding through application and analysis.
Each of the four groups received the same post-test.
3.6 Experimental Design
An experimental post-test only 2X2 factorial design
was used to examine the effects of instructor led
video and multimedia learning on the learning task.
The design consisted of four equal groups: three
treatment groups and one control group.
3.6.1 Groups
Group 1 - video was present but not multimedia
elements.
Group 2 - both video and multimedia were present.
Group 3 - neither video nor multimedia elements
were present.
Group 4 – multimedia was present but not video.
The groups were chosen at random using the
distance learning engine developed for the study. A
Two -Way Analysis of Variance (ANOVA) was
used to analyse the data from each of the four
groups. An alpha of .05 was chosen as the minimal
alpha for this study.
4 RESULTS
Dependent variables in the form of quiz scores were
obtained at the end of each lesson. Test scores were
derived as percentage correct on a 100 point scale.
To determine the difference attributed to treatments,
the mean of the quiz scores from each group were
examined using Two-Way Analysis of Variance
(ANOVA) along with Cohen’s D for effect size
(Cohen, 1988).
We can see that the video only and audio only
groups (groups 1 and 3) had virtually identical
means (M=71.55, N=29 and M=70.28, N=32).
However, group 4, multimedia only, scored slightly
higher (M=75.78, N=32) than groups 1 and 3. The
best performing group was group 2 with a mean of
81.25 (N=31).
The research questions asked: “What impact
does the video feed of the instructor delivering
information via lecture have on learning?” and
“How will multimedia impact the learning process?”
An online learning delivery system was developed to
present learners with an environment that tested the
three hypotheses. This system had four variants of
the same instructional content which resulted in four
different treatments.
Fisher’s Two-Way Analysis of Variance was
used to examine the data further.
The analysis of variance shows that the data is
statistically significant at the .05 level, the main
effect for multimedia, F =11.042 (p=.001) with an
effect size of d=.083. This main effect indicates that
there is a significant difference when multimedia is
present. Group 2 and group 4 combined for an
average mean of 78.47 and were significantly
different from the average mean of 70.89 from
group1 and group 3. Video by itself had almost no
effect. When video was present the mean was 71.55
and when video was absent the mean was 70.29.
This demonstrated an insignificant main effect for
video, F=2.168 (p =.144) with an effect size of .017.
These results suggest that it is the combination of
media that significantly impact learning process and
not merely the addition of one media such as video.
This study indicates that course designers need to
examine the role in which each element plays.
When listening to the individual instruments play in
an orchestra, the music does not deliver the message
CSEDU 2010 - 2nd International Conference on Computer Supported Education
188

intended by the composer. However, when the
instruments all play together and in harmony, the
audience hears and experiences the music as
intended. It is the harmony we must seek as course
designers. This study was unique in that it allowed
the presentation of the same learning content in four
different ways. No other study was found that could
offer comparative research. More research using this
type of engine needs to be done to further explore
the relationship between the different media types.
This will assist course designers in developing
quality learning material that maximizes the way in
which our brain processes information. This
understanding contributes to designer identifying
practices for quality online teaching and learning
and provides higher education educators and
administrators with conceptually grounded research
to guide decisions about technology adoption.
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