ERIC Number: EJ1048590
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 54
Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?
Sage, Kara D.; Baldwin, Dare
Journal of Research in Childhood Education, v29 n1 p90-114 2015
Past research has established that children typically learn better from live demonstrations than from two-dimensional (2D) media. In the present set of experiments, we investigated the efficacy of a new 2D learning medium-the self-paced slideshow. A primary goal was to determine whether the "video deficit effect" extended to self-paced slideshows. In Experiment 1, preschool-age children saw demonstrations of novel events either live, on video, or by advancing through self-paced slideshows. They were then tested on their performance and verbal memory. In line with past work, children in the live condition outperformed those in the video and slideshow conditions at reproducing the target actions. To further explore the 2D media, Experiment 2 directly compared learning from self-paced slideshows to that from videos. Changes to the stimuli included a more natural extraction rate of slides and a higher focus on the objects. Children's performance differed little between conditions, with the exception of reproducing fewer actions in the slideshow than video condition on two (of four) toys. Ultimately, we conclude that the video deficit extends to self-paced slideshows. Future work must investigate how to enhance children's learning from 2D sources, given their increasing role in daily life.
Descriptors: Teaching Methods, Educational Technology, Preschool Children, Demonstrations (Educational), Novelty (Stimulus Dimension), Video Technology, Memory, Stimuli, Comparative Analysis, Toys, Visual Aids, Technology Uses in Education, Hypothesis Testing, Pacing, Individualized Instruction, Questionnaires, Multivariate Analysis, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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