Online Instructional Videos: Effects of Presentation Format on Comprehension and Metacomprehension.
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| Title: | Online Instructional Videos: Effects of Presentation Format on Comprehension and Metacomprehension. |
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| Authors: | Burin, Debora I. (AUTHOR), González, Federico M. (AUTHOR), Marrujo, Jonathan G. (AUTHOR), Martínez, Magali A. (AUTHOR) |
| Source: | Journal of Experimental Education. 2026, Vol. 94 Issue 1, p46-66. 21p. |
| Subjects: | Reading comprehension, Verbal ability, Comprehension testing, Instructional films, Short-term memory, Audiovisual education, Teaching aids, Digital learning |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2024.2376606 |
