ERIC Number: EJ1093886
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Reference Count: 32
Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load
Kennedy, Michael J.; Hirsch, Shanna Eisner; Dillon, Sarah E.; Rabideaux, Lindsey; Alves, Kathryn D.; Driver, Melissa K.
Teaching of Psychology, v43 n2 p153-158 Apr 2016
The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students' knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest--posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed.
Descriptors: Difficulty Level, Cognitive Processes, Multimedia Instruction, Multimedia Materials, Functional Behavioral Assessment, Pretests Posttests, Control Groups, Experimental Groups, Intermode Differences, Teaching Methods, Outcome Measures, Measures (Individuals), Instructional Effectiveness, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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