The Impact Of Subtitle Type And Cognitive Style On Instructional Video Learning Of Different Type Of Knowledge

The rising of the flipped classroom,Massive open online course(MOOCs),and Micro-Course Online Video promoted the booming of the instructional videos which are widely used so far.Furthermore,correlate studies about pedagogy,psychology and computer science attracted researchers' increasing attention.It is the goal of the researcher to design a teaching video that meets the personality of the learner and improves the learning effect.How learners interact with the videos,as well as the function of no-teaching content such as cues,barrages,gradually became an important topic in the field of the instructional videos.There's always been a controversy that whether the subtitles in the videos would influent the learning performance because of the Redundancy Effect,and its boundary condition need to be modified.Some researchers investigated the influence of different kinds of subtitles till now,but no studies explored interaction between subtitles and cognitive preference.In addition,there was no study considered cognitive style as well as type of knowledge.The study explored the influence of instructional videos with different subtitle for people with different cognitive preference on learning performance,cognitive load and learning satisfaction by developing instructional videos of declarative knowledge and procedural knowledge with full subtitle,keyword,and no-subtitle base on multimedia learning theory,dual-channel theory,and cognitive load theory.In order to perfect such research,we developed two studies based on declarative knowledge and procedural knowledge.In the first study,we explored the influence of instructional video about declarative knowledge with different subtitle for people with different cognitive preference on learning performance.The design of the experience is between-subjects and quasi-experimental,and the participants included 223 students with 119 available.The result showed the positive effect of subtitle on learning performance,and keyword-subtitle was the best.The visualizer achieved better when subtitles were available,and keyword was best.Interestingly,adding full subtitle would increase cognitive load while keyword would decrease it.The verbalizer's cognitive load would be the lowest when learning with keyword-subtitle videos.The findings suggest that subtitle can contribute to higher learning satisfaction.The second study explored the influence of instructional video about procedural knowledge with different subtitle for people with different cognitive preference on learning performance.207 participants enrolled and 113 of all were available.Subtitles was found to have a significant positive effect on retention performance,and keyword was best.However,subtitle could not contribute to transfer performance.The verbalizer achieved best when learning with keyword.Moreover,keyword brought the lowest cognitive load.Unfortunately,had subtitle or not wasn't correlate to people's learning satisfaction,though the verbalizer expressed more than the visualizer in general.Finally,the study cleaned up the research,summarizes the shortcomings of the research,and looks forward to the related research.The period of implementation of this study is relatively short.It does not take into account learners of different ages,nor does it take into account the level of experience of learners.The future research can be carried out from these perspectives.