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ERIC Number: EJ1171222
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1470-3297
Learning Declarative and Procedural Knowledge via Video Lectures: Cognitive Load and Learning Effectiveness
Hong, Jianzhong; Pi, Zhongling; Yang, Jiumin
Innovations in Education and Teaching International, v55 n1 p74-81 2018
Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor visibility. Video lectures with and without an instructor were used to teach each type of knowledge. Sixty Chinese undergraduates were randomly assigned to two of the four lectures. They completed a cognitive load questionnaire and learning tests after viewing the lectures. The results of t-tests revealed that adding the instructor in a video lecture increased learners' cognitive load only when learning procedural knowledge; adding the instructor only facilitated declarative knowledge learning. The results suggest that the learning effectiveness of video lectures varies depending on the type of knowledge being taught and the presence or absence of an instructor.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A