09873e0a-ff15-4860-a365-d8b69fc6956c20210309075058166naunmdt@crossref.orgMDT DepositInternational Journal of Education and Information Technologies2074-131610.46300/9109http://www.naun.org/cms.action?id=3037430202043020201410.46300/9109.2020.14http://www.naun.org/cms.action?id=23206NivesMikelic PreradovicDepartment of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, CroatiaTomislavaLaucDepartment of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, CroatiaIdaPanevPolytecnic of Rijeka, CroatiaThe study aims to assess the impact of interactive and linear video on learning effectiveness of undergraduate informatics students with different predominant learning styles (visual, aural, read/write and kinesthetic style). The students in different treatment groups (learning with interactive vs. linear video) have achieved very good learning outcomes and those who used interactive videos achieved better learning outcomes. The impact of the kinesthetic predominant learning style on learning with interactive videos was not evident, i.e. the predominant learning style of the undergraduate informatics students did not affect their success, regardless of the type of video4302020430202017https://www.naun.org/main/NAUN/educationinformation/2020/a022008-001(2020).pdf10.46300/9109.2020.14.1http://www.naun.org/main/NAUN/educationinformation/2020/a022008-001(2020).pdf10.1145/1576246.1531372F. Grabler, M. Agrawala, W. Li, M. Dontcheva, and T. Igarashi, "Generating Photo Manipulation Tutorials by Demonstration," in Proc. SIGGRAPH, pp.1-669, 2009. H. Van der Meij, J. Karreman, and M. Steehouder," Three Decades of Research and Professional Practice on Printed Software Tutorials for Novices," Technical Communication, vol. 56, no. 3, pp. 265-292, 2009. 10.5220/0005477303130318T. Lucas, and A.R. Ruslan, “Designing Instructional Animation for Psychomotor Learning - A Conceptual Framework,” in Proc. Seventh International Conference on Computer Supported Education, pp. 313-318, 2015, doi: 10.5220/000547730313031810.3991/ijet.v9i1.3335R.H Kay, "Developing a Framework for Creating Effective Instructional Video Podcasts," International Journal of Emerging Technologies in Learning, vol. 9, no. 1, p.22-30, 2014. 10.1109/cicem.2013.6820219J. Baggaley, "The Sudden Revival of Educational Video," in Proceedings of the 2013 IEEE 63rd Annual Conference International Council for Education Media, ICEM 2013, pp. 1–6, 2013.D.F.O. Onah, J. Sinclair, and R. Boyatt, "Dropout Rates of Massive Open Online Courses: Behavioural Patterns," in Proc. Sixth International Conference on Education and New Learning Technologies (EDULEARN '14), pp. 5825-5834, 2014. 10.1145/2567948.2580054I. Nawrot, and A. Doucet, "Building Engagement for MOOC Students - Introducing Support for Time Management on Online Learning Platforms," in Proceedings of the companion publication of the 23rd International conference on world wide web companion, pp. 1077-1082, 2014. L. Barba, "Why My MOOC Is Not Built on Video," Class Central,https://www.class-central.com/report/why-mymooc-is-not-built-on-video/, 2015 (URL link: 2019)10.1016/j.im.2005.01.004D. Zhang, L. Zhou, R.O. Briggs, and J.F.Jr. Nunamaker, "Instructional Video In E-Learning: Assessing the Impact of Interactive Video on Learning Effectiveness," Information & Management, vol. 43, no. 1, pp. 15-27, 2006, doi:10.1016/j.im.2005.01.004 M.R. Syed, "Diminishing the Distance in Distance Education", IEEE MultiMedia, vol. 8, no. 3, pp. 18-21. 10.2466/pms.1997.84.3.753N. Bozionelos, "Psychology of Computer Use: XLIV: Computer Anxiety and Learning Style," Perception and Motor Skills, vol. 84, pp. 753-754, 1997. S. Rakap, "Impacts of Learning Styles and Computer Skills on Adult Students’ Learning Online," The Turkish Online Journal of Educational Technology, vol. 9, no. 2, pp. 14-21, 2010. 10.1023/a:1024939002433J.P. Buerck, T. Malmstrom, and E. Peppers, "Learning environments and learning styles: Non-traditional student enrollment and success in an Internet-based versus a lecture-based computer science course," Learning Environments Research, vol. 6, pp. 137-155, 2003.10.2190/tj34-6u66-8l72-2825Y. Liu, "A Comparative Study of Learning Styles between Online and Traditional Students," Journal of Educational Computing Research, vol. 37, no. 1, pp. 41–63, 2007. N.Z. Zaharis, "The Impact of Learning Styles on Student Achievement in a Web-Based versus an Equivalent Face-to-Face Course", College Student Journal, vol. 44, no. 3, pp. 591-597, 2010. R.N. Harris, W.O. Dwyer, and F.C. Leeming, "Are Learning Styles Relevant in Web-Based Instruction?" Journal of Educational Computing Research, vol. 29, pp. 13-38, 2003.S.H. Zhong, Y.H. Li, Y. Liu, and Z.Q. Wang, "A Computational Investigation of Learning Behaviors in Moocs," Comput. Appl. Eng. Educ. vol. 25, no. 5, pp. 693-705, 2017. 10.1109/latice.2014.19N.M. Noor, M. Aini, and N. Izzati, "Video Based Learning Embedded with Cognitive Load Theory: Visual Auditory and Kinaesthetic Learners ‘Perspectives", in Proc. 2014 International Conference on Teaching and Learning in Computing and Engineering, pp. 58-63, 2014. R.E. Mayer, ed., The Cambridge Handbook of Multimedia Learning. New York, NY, US: Cambridge University Press, 2005, pp. 34-35. doi:10.1017/CBO9780511816819 10.1017/cbo9781139547369.017R.E. Mayer, "Principles Based on Social Cues in Multimedia Learning: Personalization, Voice, Image, And Embodiment Principles," in The Cambridge handbook of multimedia learning, R.E. Mayer, ed., New York, NY, US: Cambridge University Press, pp. 345-368, 2014, doi:10.1017/CBO9781139547369.017 10.1017/cbo9781139547369.016R.E. Mayer, and C. Pilegard, "Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-Training, And Modality Principles," in The Cambridge handbook of multimedia learning, R.E. Mayer, ed., New York, NY, US: Cambridge University Press, pp. 316-344, 2014. 10.1017/cbo9781139547369.015R.E. Mayer, and L. Fiore, "Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, And Temporal Contiguity Principles,"in The Cambridge handbook of multimedia learning, R.E. Mayer, ed., New York, NY, US: Cambridge University Press, pp. 279-315, 2014.10.5465/amr.1987.4306538A. Bandura, Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall, 1986. 10.5465/amle.2011.0527R. Grossman, E. Salas, D. Pavlas, and M.A. Rosen, "Using Instructional Features to Enhance Demonstration-Based Training in Management Education," Academy of Management Learning & Education, vol. 12, no. 2, pp. 219–243, 2013, doi:10.5465/amle.2011.0527 10.1007/s11251-016-9394-9H. van der Meij, and J. van der Meij, "Demonstration-Based Training (DBT) In the Design of a Video Tutorial for Software Training," Instructional science, vol. 44, no. 6, pp. 527-542, 2016, doi: 10.1007/s11251-016-9394-910.1017/cbo9781139547369.014T. van Gog, "The Signaling (or Cueing) principle in multimedia learning," in The Cambridge Handbook of Multimedia Learning, R.E. Mayer, ed., New York, NY, US: Cambridge University Press, pp. 263-278, 2014, doi: 10.1017/CBO9781139547369 .014 10.1037/0022-0663.93.2.377P. D. Mautone, and R.E. Mayer, "Signaling as A Cognitive Guide in Multimedia Learning," Journal of Educational Psychology, vol. 93, no. 2, pp. 377-389, 2001. 10.1016/j.learninstruc.2009.02.015J.M. Boucheix, and R.K. Lowe, "An Eye Tracking Comparison of External Pointing Cues and Internal Continuous Cues in Learning with Complex Animations," Learning and Instruction, vol. 20, pp. 123–135, 2010, doi: 10.1016/j.learninstruc.2009.02.01510.1002/acp.1346B.B de Koning, H.K. Tabbers, R.M. Rikers, and F. Paas, "Attention Cueing as a Means to Enhance Learning from an Animation," Applied Cognitive Psychology, vol. 21, pp. 731–746, 2007, doi: 10.1002/ acp.1346 10.1016/j.compedu.2010.02.027B.B de Koning, H.K. Tabbers, R.M. Rikers, and F. Paas, "Learning by Generating Vs. Receiving Instructional Explanations: Two Approaches to Enhance Attention Cueing in Animations," Computers & Education, vol. 55, pp. 681–691, 2010, doi: 10.1016/j.compedu.2010.02.027 10.1017/cbo9781139547369.015R. E. Mayer, & L. Fiorella, "Principle for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, And Temporal Contiguity Principles," in The Cambridge handbook of multimedia learning, R.E. Mayer, ed., New York, NY, US: Cambridge University Press, pp. 279-315, 2014.10.3724/sp.j.1042.2013.01430F. X. Wang, Z.H. Duan, and Z.K. Zhou, "Attention Guidance in Multimedia Learning: The Role of Cueing," Advances in Psychological Science, vol. 21, pp. 1430–1440, 2013, doi: 10.3724/SP.J.1042.2013 .01430 10.1016/j.edurev.2015.12.003J. Richter, K. Scheiter, and A. Eitel, "Signaling Text-Picture Relations in Multimedia Learning: A Comprehensive Meta-Analysis," Educational Research Review, vol. 17, pp. 19-36, 2016, doi: 10.1016/j.edurev.2015.12.003 10.1016/j.ijhcs.2007.06.005S. Kriz, and M. Hegarty, "Top-Down and Bottom-Up Influences on Learning from Animations," International Journal of Human Computer Studies, vol. 65, pp. 911–930, 2007, doi: 10.1016/j.ijhcs.2007.06.005 10.1002/acp.2884I.T. Skuballa, R. Schwonke, and A. Renkl, "Learning from Narrated Animations with Different Support Procedures: Working Memory Capacity Matters," Applied Cognitive Psychology, vol. 26, pp. 840–847, 2012, doi: 10.1002/acp.2884J. Sweller, P. Ayres, and S. Kalyuga, Cognitive Load Theory. New York: Springer, 2011. 10.1002/acp.1345B.S. Hasler, B. Kersten, and J. Sweller, "Learner Control, Cognitive Load And Instructional Animation," Applied Cognitive Psychology, vol. 21, pp. 713–729, 2007, doi:10.1002/acp.1345. 10.1016/j.sbspro.2011.10.287H. Hassanabadi, E.S. Robatjazi, and A.P. Savoji, "Cognitive Consequences of Segmentation and Modality Methods in Learning from Instructional Animations," Social and Behavioral Sciences, vol. 30, pp. 1481– 1487, 2011, doi: 10.1016/j.sbspro.2011.10.287 10.1007/s10648-007-9047-2R. Moreno, and R.E. Mayer, "Interactive Multimodal Learning Environments," Educational Psychology Review, vol. 19, pp. 309-326, 2007, doi:10.1007/s10648-007-9047-2 10.1016/j.compedu.2011.12.024I.A.E. Spanjers, T. van Gog, P. Wouters, and J.J.G. van Merrienboer, "Explaining the Segmentation Effect in Learning from Animations: The Role of Pausing and Temporal Cueing," Computers & Education, vol. 59, pp. 274–280, 2012, doi: 10.1016/j.compedu.2011.12.024 10.1016/j.chb.2017.11.029H. van der Meij, I. Rensink, and J. van der Meij, "Effects of Practice with Videos for Software Training," Computers in Human Behavior, (Special issue), pp. 439-445, 2018, doi: 10.1016/j.chb.2017.11.029A. Ertelt, "On-Screen Videos as An Effective Learning Tool: The Effect of Instructional Design Variants And Practice On Learning Achievements, Retention, Transfer, And Motivation," PhD dissertation, Freiburg (Breisgau), Germany, 2007. S. Robbins, and T. Judge, Organizational Behavior, Pearson Prentice Hall, 2009, pp.75-76. 10.1002/j.2334-4822.1992.tb00213.xN.D. Fleming, and C. Mills, "Not Another Inventory, rather a Catalyst for Reflection," To Improve the Academy, vol. 11, pp. 137-155, 1992. W. Barbe, S. Burke, H. Raymond, and M.N. Milone, Teaching Through Modality Strengths: Concepts and Practices, Columbus, Ohio: Zaner- Bloser, 1979.