Jan van der Meij

A comparison of paper-based and video tutorials for software learning

Instruction on software usage has long been dominated by the paper-based tutorial. This dominance is now being challenged with the rise of facilities for producing and publishing recorded demonstrations (video). Typically, each instructional medium has its own qualities. The present study aimed to optimize the design of a video tutorial for software training by attending to both its strengths and its weaknesses vis-a-vis a paper-based tutorial. Based on a distinction between two functionally different components in software tutorials, four tutorial configurations were compared: Paper-based, Mixed A (paper-based preview and video procedure), Mixed B (video preview and paper-based procedure), and Video. The 111 fifth and sixth grade participants (mean age 11.8) received instructions about Words formatting options. The findings indicated significant and substantial improvements from pre-test to training in all conditions. In addition, participants in the Mixed A, Mixed B, and Video conditions outperformed those in the Paper-based condition. Significant and substantial learning gains were found from pre-test to post-test. Both the Mixed B and Video conditions outperformed the Paper-based condition. The success of the Mixed A, Mixed B, and Video tutorials is ascribed to the use of design guidelines for software training that direct the designer to optimize videos strong qualities and moderate or reduce its relative weaknesses

Support for learning with multiple representations designing simulation-based learning environments

In this study, the effects of different types of support for learning from multiple representations in a simulation-based learning environment were examined. The study extends known research by examining the use of dynamic representations instead of static representations and it examines the role of the complexity of the domain and the learning environment. In three experimental conditions, the same learning environment, that of the physics topic of moments, was presented with separate, non-linked representations (S-NL condition), with separate, dynamically linked representations (S-DL condition), and with integrated, dynamically linked representations (I-DL condition). The learning environment was divided into low complexity and high complexity parts. Subjects were seventy-two students from middle vocational training (aged 16 to 18). Overall, the I-DL condition showed the best learning performance. Subjects in the I-DL condition, compared with the S-NL condition, showed better learning results on post-test items measuring domain knowledge. A trend in favour of the I-DL condition compared with the S-NL condition was found on post-test items measuring subjects’ ability to translate between different representations. A subjective measure of experienced difficulty showed that subjects in the I-DL condition experienced the learning environment as easiest to work with. The complexity of the learning environment and domain interacted with the effects of the experimental conditions. Differences between conditions were only found on the test items that corresponded to the high complexity part of the learning environment. 2 van der Meij, J., & de Jong, T. (2006). Learning with multiple representations: Supporting students learning with multiple representations in a dynamic simulation-based learning environment. Learning and Instruction, 16, 199-212.

A test of the design of a video tutorial for software training

The effectiveness of a video tutorial versus a paper-based tutorial for software training has yet to be established. Mixed outcomes from the empirical studies to date suggest that for a video tutorial to outperform its paper-based counterpart, the former should be crafted so that it addresses the strengths of both designs. This was attempted in the present study. Two consecutive experiments were conducted to examine the effect of tutorial type video vs. paper based on task relevance, self-efficacy, mood, flow and task performance. Participants were students from junior high school. Both studies reported significant, positive contributions of the tutorials to task relevance, self-efficacy, mood and flow. Both studies also found significant and substantial effects on task performance. A learning gain of about 30% was achieved in both studies. A retention task, completed only in Study 2, further revealed that the learning effect was stable. More importantly, performance on this task also indicated a significant interaction with tutorial type, favouring the video. The success of the video tutorial is ascribed to its design, which attended to and even incorporated key qualities of paper-based tutorials, while also capitalizing on the strengths of video.

The effects of reviews in video tutorials

This study investigates how well a video tutorial for software training that is based on Demonstration-Based Teaching supports user motivation and performance. In addition, it is studied whether reviews significantly contribute to these measures. The Control condition employs a tutorial with instructional features added to a dynamic task demonstration. The Review condition additionally includes video reviews. Participants were 55 seventh graders who viewed task demonstrations and reviews followed by practice. Both tutorials increased motivation i.e., task relevance and self-efficacy and performance. In addition, the Review condition had significantly better results for training time, self-efficacy and scores on an immediate post-test. Reviews have rarely been studied in dynamic visualizations. The present study suggests that there may be important advantages to be gained from concluding a demonstration video with a summary of the main points.

The EASEL Project: Towards Educational Human-Robot Symbiotic Interaction

This paper presents the EU EASEL project, which explores the potential impact and relevance of a robot in educational settings. We present the project objectives and the theorectical background on which the project builds, briefly introduce the EASEL technological developments, and end with a summary of what we have learned from the evaluation studies carried out in the project so far.

Improving text recall with multiple summaries

BACKGROUNDnQuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within-document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized ideas are discussed in full.nnnAIMnTo examine the influence of QS summaries on participants perceptions of text quality (i.e., comprehensibility, structure, and interest) and recall, an experimental - control group design compared the effects of a QS text with a structured abstract (SA) text.nnnSAMPLEnForty psychology students participated voluntarily or received course credits.nnnMETHODnStudents first read a control (SA) or experimental (QS) text on flashbulb memory (FBM). Next, their perceptions of text quality were measured through a questionnaire. Recall was assessed with an open answer test with items for facts, comprehension and higher order information.nnnRESULTSnPerceptions of text quality did not vary across conditions. But QS did lead to significantly and substantially (d= 1.57) higher overall recall scores. Participants with the QS text performed significantly better on all item types than participants with the SA text.nnnCONCLUSIONnStudying a QS text led to a substantial improvement in recall compared to an SA text. Further research is needed to examine how readers study QS texts and whether a text model hypothesis or a repetition effect hypothesis accounts for the effectiveness. The first hypothesis posits that the QS summaries support the reader in constructing a text schema. The second attributes the effects of these summaries to their repetition of text topics.

QuikScan Formatting as a Means to Improve Text Recall

Purpose – QuikScan is an innovative text format that employs three prominent signaling devices – summaries, headings, and access cues – to make the reading of medium-to-long texts more productive. The experiments reported in this paper aim to examine the claim that QuikScan contributes to text recall. n nDesign/methodology/approach – In two consecutive experiments a QuikScanned text (experimental condition) was compared to a non-QuickScanned text (control condition). In Experiment one, 41 university students read the text and then answered ten open recall questions. In Experiment two, 58 university students read the text and then wrote a summary and answered four recall questions. n nFindings – In Experiment one, a statistically significant overall effect on text recall favoring QuikScan was found. Detailed analyses revealed that QuikScan mainly affected the readers responses to higher-order questions (d = 1.24). Experiment two showed that QuikScan led to significantly higher recall scores for the summaries. Just as in the first experiment, a strong effect on the higher-order questions was found (d = 1.27).

Effects of practice with videos for software training

Purpose: Software makers nowadays regularly post videos on their websites to satisfy their clients’ need for instructional support. Some of these designs include an opportunity for practice. This study investigated whether the presence and timing of practice affected motivation and learning in video-based software training. Method: An experiment is reported with four conditions: video-practice (VP), practice-video (PV), practice-video-practice (PVP), and video only (V). For motivation, the study assessed mood states and flow experience during training. In addition, task relevance and self-efficacy were measured before and after training. Learning was assessed with several performance tests for trained tasks. In addition, a transfer test was administered. Results: The findings for presence of practice were mixed. Practice increased training time and led to more negative mood states during training. A clear advantage of practice was found only on the transfer test. The findings for timing of practice favored a sequence in which instruction preceded practice. Perplexing results were found for the PVP condition. The highest learning gains were expected for this condition, but, instead, this condition had the lowest performance scores on a practice test and immediate post-test. Conclusion: This study indicates that the design issue of whether or not to complement video-based software training with practice is more complex than it seems.

Improving text recall with multiple summaries: Improving text recall with multiple summaries

BACKGROUNDnQuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within-document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized ideas are discussed in full.nnnAIMnTo examine the influence of QS summaries on participants perceptions of text quality (i.e., comprehensibility, structure, and interest) and recall, an experimental - control group design compared the effects of a QS text with a structured abstract (SA) text.nnnSAMPLEnForty psychology students participated voluntarily or received course credits.nnnMETHODnStudents first read a control (SA) or experimental (QS) text on flashbulb memory (FBM). Next, their perceptions of text quality were measured through a questionnaire. Recall was assessed with an open answer test with items for facts, comprehension and higher order information.nnnRESULTSnPerceptions of text quality did not vary across conditions. But QS did lead to significantly and substantially (d= 1.57) higher overall recall scores. Participants with the QS text performed significantly better on all item types than participants with the SA text.nnnCONCLUSIONnStudying a QS text led to a substantial improvement in recall compared to an SA text. Further research is needed to examine how readers study QS texts and whether a text model hypothesis or a repetition effect hypothesis accounts for the effectiveness. The first hypothesis posits that the QS summaries support the reader in constructing a text schema. The second attributes the effects of these summaries to their repetition of text topics.