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Catalogue Information
Field name	Details
Nuova numerazione	79646
Collocazione	UPS BIBL CENTR 39-C-2578
Autore	LEE, H.
Titolo	Fostering learning from instructional video in a second language. Parte componente di periodico
Descrizione fisica	pp. 376-382.
Nota generale	Estratto da: “Applied Cognitive Psychology”, 2018, 32, 5.
Riassunto	This study investigated the most effective way to present an instructional video that contains words in the students' second language. Korean‐speaking university students received a 16‐min video lesson on Antarctica that included English narration (video + narration group), English text subtitles (video + text group), or English narration with simultaneous text subtitles (video + narration + text group). On a comprehension test, the video + text group scored higher than each of the other two groups, in contrast to the modality effect; and the video + narration + text group outscored the video + narration group, in contrast to the redundancy effect. Each of the lessons that included text was rated as less difficult than the lesson with narration only. The narration + text group reported lower effort than each of the other groups. Results highlight boundary conditions for two principles of multimedia instructional design that apply for college students who are learning in a second language. Theoretical implications are discussed.
Tipo di documento	RICERCA.
Soggetto	COREA.
	ADOLESCENTI.
	STUDENTI.
	UNIVERSITÀ.
	APPRENDIMENTO.
	LINGUE.
	DIDATTICA.
Ambito	Psicologico
Autore Secondario	MAYER, R.E.
Titolo correlato	Applied Cognitive Psychology 2018, 32, 5.
Accesso online	Accesso diretto all’articolo

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Fostering learning from instructional video in a second language.