Effects of Signaling and Practice Types in Video-Based Software Training
Abstract
:1. Introduction
2. The Literature Review
2.1. Learning Software Applications with Video Tutorials
2.2. The Role of Signaling in Instructional Videos
2.3. The Role of Practice in Learning from Instructional Videos
2.4. The Role of Cognitive Load in Learning from Instructional Videos
2.5. The Role of Self-Efficacy in Instructional Videos
2.6. Rationale of the Study and Research Questions
2.7. Research Questions
- RQ1: Does signaling promote task performance through video-based software training?
- Based on the literature review, it was hypothesized that signaling would lead to higher learning performance [12];
- RQ2: Do practice types promote task performance through video-based software training?
- RQ3: Does the combination of signaling and practice types enhance task performance through video-based software training?
- It was expected that the combination of signaling and practice types would have a positive effect on learning performance [14];
- RQ4: What is the influence of signaling and practice types on mental effort?
- Complex software applications might demand more mental effort from inexperienced users, who need the most support while they are working on tasks [8]. Hence, it was hypothesized that signaling and practice types would mitigate the mental effort invested by the users;
- RQ5: What is the influence of signaling and practice types on self-efficacy?
- According to the CTML [48], self-efficacy is a crucial factor in developing a positive attitude toward task performance. Both signaling and practice types were expected to enhance the participants’ self-confidence (self-efficacy).
3. Methodology
3.1. Participants and Research Design
3.2. Instructional Materials
3.3. Operationalization
3.3.1. Signaling
3.3.2. Practice Type Conditions
3.4. Measures
3.4.1. Task Performance
3.4.2. Demographics and ICT Experience
3.4.3. Mental Effort
3.4.4. Self-Efficacy
3.5. Procedure
3.6. Analysis
4. Results
4.1. Task Performance
4.2. Mental Effort
4.3. Self-Efficacy
5. Discussion
5.1. Practical Implications
5.2. Limitations and Future Directions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Topics of Video Tutorials
Video ID | Title | Duration | Topics | Description of the Videos |
1 | Introduction | 3:26 | (1) Introduction to video editing graphical user interface | Presentation of the interface (workspaces, menus, panels, etc.), video clip placement, and video clip manipulation. |
2 | Transform tool | 3:28 | (1) Control the rotation, location and scale of a video clip | This video introduced how to use transform tool to video clips. |
3 | Video overlay effect | 4:00 | (1) Side by side picture-in-picture effect | This video introduced how to setup and apply a pipeline of a complex video effect. |
Appendix B
- Sample of Task Performance Test
- Declarative knowledge test
- Q.1 The mouse key button for video selection is … [Choose the correct answer].
- Left mouse button
- Right mouse button
- Q.2 Which colour corresponds to the audio clip?
- Purple
- Blue
- Cyan
- Procedural knowledge test
- Q.3 Open the file file1.blend.
- Move the image clip to the horizontal axis at frame 35.
- Save the changes and submit the file.
- Q.4 Open the file file2.blend.
- Move the image clip to the vertical axis in channel 3.
- Save the changes and submit the file.
- Transfer knowledge test
- Q.5 Open the file file3.blend.
- Place image clips in different channels so that they overlap with each other.
- Then create the corresponding result as provided in the right screenshot.
- Save the changes and submit the file.
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Task 1 | Task 2 | Task 3 | ||||
---|---|---|---|---|---|---|
Condition | M | SD | M | SD | M | SD |
No signals—VP (n = 18) | 44.44 | 27.06 | 42.22 | 24.63 | 38.89 | 25.18 |
Signals—VP (n = 18) | 52.22 | 26.69 | 58.89 | 27.84 | 65.56 | 23.57 |
No signals—VPV (n = 22) | 71.82 | 28.05 | 59.09 | 33.51 | 75.45 | 19.45 |
Signals—VPV (n = 23) | 82.61 | 13.89 | 72.17 | 23.92 | 76.52 | 24.61 |
Task 1 | Task 2 | Task 3 | ||||
---|---|---|---|---|---|---|
Condition | M | SD | M | SD | M | SD |
No signals—VP (n = 18) | 3.00 | 0.30 | 3.11 | 0.32 | 3.94 | 0.87 |
Signals—VP (n = 18) | 2.72 | 0.75 | 2.89 | 0.76 | 3.17 | 0.92 |
No signals—VPV (n = 23) | 3.27 | 0.94 | 3.50 | 0.96 | 3.82 | 1.30 |
Signals—VPV (n = 22) | 3.57 | 1.31 | 3.57 | 1.27 | 4.13 | 1.32 |
Task 1 | Task 2 | Task 3 | ||||
---|---|---|---|---|---|---|
Condition | M | SD | M | SD | M | SD |
No signals—VP (n = 18) | 65.43 | 29.74 | 74.31 | 19.71 | 75.74 | 21.44 |
Signals—VP (n = 18) | 73.80 | 27.90 | 84.72 | 13.97 | 77.96 | 23.47 |
No signals—VPV (n = 23) | 79.41 | 19.36 | 82.85 | 14.81 | 92.48 | 8.77 |
Signals—VPV (n = 22) | 98.84 | 2.58 | 94.91 | 8.71 | 94.49 | 9.66 |
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Ragazou, V.; Karasavvidis, I. Effects of Signaling and Practice Types in Video-Based Software Training. Educ. Sci. 2023, 13, 602. https://doi.org/10.3390/educsci13060602
Ragazou V, Karasavvidis I. Effects of Signaling and Practice Types in Video-Based Software Training. Education Sciences. 2023; 13(6):602. https://doi.org/10.3390/educsci13060602
Chicago/Turabian StyleRagazou, Vasiliki, and Ilias Karasavvidis. 2023. "Effects of Signaling and Practice Types in Video-Based Software Training" Education Sciences 13, no. 6: 602. https://doi.org/10.3390/educsci13060602
APA StyleRagazou, V., & Karasavvidis, I. (2023). Effects of Signaling and Practice Types in Video-Based Software Training. Education Sciences, 13(6), 602. https://doi.org/10.3390/educsci13060602