Effect Of Presenting Formats Of Instructional Videos On Procedural Knowledge Study

The design, development, application and evaluation of multimedia video resources have been the focus of educational technology. With the development of technology, instructional videos have been widely applied in MOOC, "micro-course" and "the flipped classroom", and show a wide variety of forms. How to design effective instructional videos and how to effectively use video in the flipped classroom teaching model are hot issues that researchers and educational practitioners concern. Based on the multimedia learning theory of Mayer and many practice, different forms of media presentation show different visual information and thus lead to different learning outcomes. In this paper, combining psychology and educational technology research methods, we explore the effects of presenting formats of instructional video on learner’s social presence, cognitive load, learning flow and learning effectiveness, to explore the best forms of teaching procedural knowledge. Then we apply them in a real flipped classroom teaching model, to provide references for the design, development and application of instructional videos.In the first study, we investigate 218 online video courses and worldwide, such as Icourse, Netease open class, Tsinghua School Online in China, MOOC platform and YouTube abroad, to analyze features, types, and production differences of instructional videos from the perspective of knowledge classification. This study can lay a real foundation for the subsequent experimental study. The four video types in subsequent study are:1) Words and pictures explaining type 2) Software procedure recording type 3) Words and pictures explaining with instructor type 4) Software procedure recording type with instructor type.The second study is to examine the effects of the video types on learner’s learning effectiveness, social presence, cognitive load and learning flow through a between-subject experiment design. There are 97 participants from CCNU. The goal of the study is to explore the best video presentation when learning procedural knowledge. Results show that the types with instructor (Words and pictures explaining with instructor type, Software procedure recording with instructor type) are significantly better than the types without instructor (Words and pictures explaining type.Software procedure recording type). The learning flow of Words and pictures explaining type is the worst.In the third study, we apply this four different types of videos under real flipped classroom teaching mode.120 undergraduate students can choose the type that they like. Then we analyze the learners’ learning preferences, behavior and learning effectiveness. Results show that the types of Software procedure recording (Software procedure recording, Software procedure recording with instructor) are significantly better than the types of Words and pictures explaining {Words and pictures explaining type, Words and pictures explaining with instructor). Male and female students have different preferences on the video presentation, boys tend to prefer the types of Words and pictures explaining while the girls prefer to the types of Software procedure recording. For the added image of instructor, some learners think make better concentration, and some think that would be distracting.This article can get inspiration about teaching resources construction and its flip video learning based on these studies. However, there are still some shortcomings. For example, research materials are not enough, the application of control is not strict. These will be improved in subsequent studies.