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The effect of problem‐based video instruction on learner satisfaction, comprehension and retention in college courses
Author(s) -
Choi Hee Jun,
Johnson Scott D.
Publication year - 2007
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2006.00676.x
Subject(s) - comprehension , mathematics education , memory retention , psychology , computer science , reading comprehension , multimedia , cognitive psychology , linguistics , philosophy , reading (process) , programming language
The main purpose of this study was to identify the effects of two major components (ie, video and group discussion) of problem‐based video instruction (PBVI) on college students’ learning. To achieve this purpose, this study examined whether or not PBVI can improve learner satisfaction, comprehension and retention by comparing the results from three dependent variables in PBVI with two other kinds of instruction: (1) problem‐based text instruction (PBTI) and (2) PBVI without group discussion. According to the findings, there were significant differences in learner satisfaction, comprehension, and delayed retention between PBVI and PBTI groups, whereas there were no significant differences in learners’ satisfaction, comprehension, and delayed retention between PBVI and PBVI without group discussion. This study implies that PBVI in college courses have the potential to enhance student satisfaction, comprehension and delayed retention.