Video comprehension in e-learning: Effects of note taking, video format, and working memory

Autores
Marrujo Sucno, Jonathan Gabriel; González, Federico Martín; Martínez, Magalí Ayelén; Muiños, Roberto Daniel; Burin, Debora Ines
Año de publicación
2023
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study examined spontaneous note-taking when studying from expository texts and videos in an experimental remote E-learning environment. Two hundred and ten undergraduates read texts, or watched videos with different cognitive load, to answer comprehension questions, followed by a self-report strategic questionnaire about the tasks previously completed; working memory was assessed face-to-face. The proportion of students who adopted a particular strategy, and specifically, the proportion who took notes, did not significantly vary as a function of presentation format. Strategy contributed to comprehension; compared to passively reading or watching the videos, taking notes significantly improved performance. The efficacy of note-taking did not vary as a function of presentation format, type of video, or working memory capacity. Overall, this study shows that in an e-learning setting, note-taking for digital text and video online expository comprehension is adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This result is relevant for theories of multimedia comprehension, as well as for applied educational settings.
Fil: Marrujo Sucno, Jonathan Gabriel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: González, Federico Martín. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Muiños, Roberto Daniel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Materia
Note-taking
Comprehension strategy
Instructional video
e-Learning
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/221966
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Video comprehension in e-learning: Effects of note taking, video format, and working memoryMarrujo Sucno, Jonathan GabrielGonzález, Federico MartínMartínez, Magalí AyelénMuiños, Roberto DanielBurin, Debora InesNote-takingComprehension strategyInstructional videoe-Learninghttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5This study examined spontaneous note-taking when studying from expository texts and videos in an experimental remote E-learning environment. Two hundred and ten undergraduates read texts, or watched videos with different cognitive load, to answer comprehension questions, followed by a self-report strategic questionnaire about the tasks previously completed; working memory was assessed face-to-face. The proportion of students who adopted a particular strategy, and specifically, the proportion who took notes, did not significantly vary as a function of presentation format. Strategy contributed to comprehension; compared to passively reading or watching the videos, taking notes significantly improved performance. The efficacy of note-taking did not vary as a function of presentation format, type of video, or working memory capacity. Overall, this study shows that in an e-learning setting, note-taking for digital text and video online expository comprehension is adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This result is relevant for theories of multimedia comprehension, as well as for applied educational settings.Fil: Marrujo Sucno, Jonathan Gabriel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: González, Federico Martín. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Muiños, Roberto Daniel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaGrand Canyon University. Center for Innovation in Research and Teaching2023-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/zipapplication/pdfhttp://hdl.handle.net/11336/221966Marrujo Sucno, Jonathan Gabriel; González, Federico Martín; Martínez, Magalí Ayelén; Muiños, Roberto Daniel; Burin, Debora Ines; Video comprehension in e-learning: Effects of note taking, video format, and working memory; Grand Canyon University. Center for Innovation in Research and Teaching; Journal of Educators Online; 20; 4; 9-2023; 1-111547-500XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.thejeo.com/archive/2023_20_4/marruju_et_alinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-10T13:20:48Zoai:ri.conicet.gov.ar:11336/221966instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-10 13:20:48.551CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Video comprehension in e-learning: Effects of note taking, video format, and working memory
title Video comprehension in e-learning: Effects of note taking, video format, and working memory
spellingShingle Video comprehension in e-learning: Effects of note taking, video format, and working memory
Marrujo Sucno, Jonathan Gabriel
Note-taking
Comprehension strategy
Instructional video
e-Learning
title_short Video comprehension in e-learning: Effects of note taking, video format, and working memory
title_full Video comprehension in e-learning: Effects of note taking, video format, and working memory
title_fullStr Video comprehension in e-learning: Effects of note taking, video format, and working memory
title_full_unstemmed Video comprehension in e-learning: Effects of note taking, video format, and working memory
title_sort Video comprehension in e-learning: Effects of note taking, video format, and working memory
dc.creator.none.fl_str_mv Marrujo Sucno, Jonathan Gabriel
González, Federico Martín
Martínez, Magalí Ayelén
Muiños, Roberto Daniel
Burin, Debora Ines
author Marrujo Sucno, Jonathan Gabriel
author_facet Marrujo Sucno, Jonathan Gabriel
González, Federico Martín
Martínez, Magalí Ayelén
Muiños, Roberto Daniel
Burin, Debora Ines
author_role author
author2 González, Federico Martín
Martínez, Magalí Ayelén
Muiños, Roberto Daniel
Burin, Debora Ines
author2_role author
author
author
author
dc.subject.none.fl_str_mv Note-taking
Comprehension strategy
Instructional video
e-Learning
topic Note-taking
Comprehension strategy
Instructional video
e-Learning
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study examined spontaneous note-taking when studying from expository texts and videos in an experimental remote E-learning environment. Two hundred and ten undergraduates read texts, or watched videos with different cognitive load, to answer comprehension questions, followed by a self-report strategic questionnaire about the tasks previously completed; working memory was assessed face-to-face. The proportion of students who adopted a particular strategy, and specifically, the proportion who took notes, did not significantly vary as a function of presentation format. Strategy contributed to comprehension; compared to passively reading or watching the videos, taking notes significantly improved performance. The efficacy of note-taking did not vary as a function of presentation format, type of video, or working memory capacity. Overall, this study shows that in an e-learning setting, note-taking for digital text and video online expository comprehension is adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This result is relevant for theories of multimedia comprehension, as well as for applied educational settings.
Fil: Marrujo Sucno, Jonathan Gabriel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: González, Federico Martín. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Muiños, Roberto Daniel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
description This study examined spontaneous note-taking when studying from expository texts and videos in an experimental remote E-learning environment. Two hundred and ten undergraduates read texts, or watched videos with different cognitive load, to answer comprehension questions, followed by a self-report strategic questionnaire about the tasks previously completed; working memory was assessed face-to-face. The proportion of students who adopted a particular strategy, and specifically, the proportion who took notes, did not significantly vary as a function of presentation format. Strategy contributed to comprehension; compared to passively reading or watching the videos, taking notes significantly improved performance. The efficacy of note-taking did not vary as a function of presentation format, type of video, or working memory capacity. Overall, this study shows that in an e-learning setting, note-taking for digital text and video online expository comprehension is adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This result is relevant for theories of multimedia comprehension, as well as for applied educational settings.
publishDate 2023
dc.date.none.fl_str_mv 2023-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/221966
Marrujo Sucno, Jonathan Gabriel; González, Federico Martín; Martínez, Magalí Ayelén; Muiños, Roberto Daniel; Burin, Debora Ines; Video comprehension in e-learning: Effects of note taking, video format, and working memory; Grand Canyon University. Center for Innovation in Research and Teaching; Journal of Educators Online; 20; 4; 9-2023; 1-11
1547-500X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/221966
identifier_str_mv Marrujo Sucno, Jonathan Gabriel; González, Federico Martín; Martínez, Magalí Ayelén; Muiños, Roberto Daniel; Burin, Debora Ines; Video comprehension in e-learning: Effects of note taking, video format, and working memory; Grand Canyon University. Center for Innovation in Research and Teaching; Journal of Educators Online; 20; 4; 9-2023; 1-11
1547-500X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.thejeo.com/archive/2023_20_4/marruju_et_al
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/zip
application/pdf
dc.publisher.none.fl_str_mv Grand Canyon University. Center for Innovation in Research and Teaching
publisher.none.fl_str_mv Grand Canyon University. Center for Innovation in Research and Teaching
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.48226

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