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What is video good for? Examining how media and story genre interact
Article

, , , , Michigan State University, United States

Journal of Educational Multimedia and Hypermedia Volume 14, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment, including learner characteristics, content domains, pedagogical strategies, and cognitive and social processes. In the current study, we sought to understand some of these interactions by studying the impact of two different media (video and text) on learners within varied story types (which embody ideas of different content domains and instructional strategies). We studied how equivalent text and video versions of four different stories impacted participants': interest / engagement, affect / mood, emotional engagement, recall of information, ability to summarize main points, judgments of story quality, and opinions about content matter. Results indicate that while video does not provide an advantage over text on measures of immediate information recall, that on other measures in the study, there is a more complex interaction between media format, story type, and video style. Explanations and implications of these findings are discussed.

Citation

Koehler, M.J., Yadav, A., Phillips, M. & Cavazos-Kottke, S. (2005). What is video good for? Examining how media and story genre interact. Journal of Educational Multimedia and Hypermedia, 14(3), 249-272. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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