ABSTRACT
Adjustments to life and learning following the COVID-19 pandemic have transformed user acceptance of online learning methods. It is, therefore, imperative to analyse factors relating to user performance and preferences for such interactions. In this study, we combined video-based learning with precision teaching to reinforce previously learnt statistics skills in university students without a mathematical background. We developed a learning design consisting of eight ‘bite-sized' online learning episodes. Each episode started with a brief learning video followed by a practice phase and an end-of-episode assessment. The practice phase differed in two groups of participants, matched on statistics attainment pre-intervention. A precision-teaching intervention group (N = 19) completed practice guided by a frequency-based approach aiming at building fluency in statistics. A control group (N = 19) completed self-directed practice for the same amount of time as the intervention group. All participants completed a statistics attainment test and a questionnaire on their attitudes towards statistics pre-and post-intervention, and a review of the learning materials post-intervention. The intervention group achieved, consistently, higher scores in all end-of-episode assessments compared to the control group. Both groups showed significant and comparable improvements in statistics attainment post-intervention. Both groups also reported more positive feelings towards statistics post-intervention, while the review of the learning materials suggested that the video-based learning design was well-received by students. Our results suggest that video-based learning has great potential to support, as a supplementary teaching aid, university students in learning statistics. We discuss future research directions and implications of the study. © The Author(s).
ABSTRACT
In Indonesia, the number of cases of Covid-19 has increased over time. Therefore, several sectors such as the business sector, agriculture, plantations and others have to adapt to Covid-19. Even in the education sector, there are several regulations that students and students must comply with including keeping a distance, wearing masks, diligently washing hands, and others. In the education sector, students and students also conduct online learning. There are several ways to do this, such as through video learning. Video learning is a learning method by conveying knowledge or theory in the form of video learning. Many private university students felt that the video learning effects them in the negative way. Therefore, we conduct this study to determine the effect of video learning on students of private university in learning during the covid-19 pandemic. This research method is quantitative research. The population in this study were students of private university majoring in information systems. While the sample taken is 16 students. The technique that we use is an online survey using google form, this survey is distributed to random respondents consisting of our friends and strangers from private university. According to the respondents from our survey, the problems that can arise during video learning are difficulty focusing on learning activities that are being carried out, the internet often lags, it is difficult to ask questions when there is material that is not understood, discussion activities with friends become more difficult, etc. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The aim of this study is to develop an instructional video for strength training that can be used as a training media for members of virtual community students in the era of Covid19. This study uses the Design and Development (D&D) research method with 6 stages of research procedures, namely: (1) problem identification (2) describing objectives (3) design and development of the product (4) product testing (5) evaluation after testing (6) Conclusion. The research instruments used are the Expert Validity Test from the expert of multimedia and sport expert to test the validity and reliability of the product, and video view test to describe the rating of video material and display. The participants of this study are 18 student who are member of virtual community student in sport science program, Universitas Pendidikan Indonesia, Indonesia. The results of the expert's assessment showed that this video categorized as a valid and reliable product to be used as training media. Video view test results showed that this product is pleasure and easy to practice with new techniques and add motivation to exercise, especially during the pandemic. This research concluded that the video product for strength training is excellent. The video contains material that is suitable for everyone, easy and safe to do, and can be done at home during the pandemic Covid19.
ABSTRACT
BACKGROUND: Learning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&P) skills. OBJECTIVE: The aim of this study was to investigate how learning materials (ie, VR or 2D video) impact learning outcomes and experience through changes in cognitive load estimates and HRV for learning H&P skills. METHODS: This pilot system-design study included 32 undergraduate medical students at an academic teaching hospital. The students were randomly assigned, with a 1:1 allocation, to a 360° VR video group or a 2D video group, matched by age, sex, and cognitive style. The contents of both videos were different with regard to visual angle and self-determination. Learning outcomes were evaluated using the Milestone reporting form. Subjective and objective cognitive loads were estimated using the Paas Cognitive Load Scale, the National Aeronautics and Space Administration Task Load Index, and secondary-task reaction time. Cardiac autonomic function was assessed using HRV measurements. Learning experience was assessed using the AttrakDiff2 questionnaire and qualitative feedback. Statistical significance was accepted at a two-sided P value of <.01. RESULTS: All 32 participants received the intended intervention. The sample consisted of 20 (63%) males and 12 (38%) females, with a median age of 24 (IQR 23-25) years. The 360° VR video group seemed to have a higher Milestone level than the 2D video group (P=.04). The reaction time at the 10th minute in the 360° VR video group was significantly higher than that in the 2D video group (P<.001). Multiple logistic regression models of the overall cohort showed that the 360° VR video module was independently and positively associated with a reaction time at the 10th minute of ≥3.6 seconds (exp B=18.8, 95% CI 3.2-110.8; P=.001) and a Milestone level of ≥3 (exp B=15.0, 95% CI 2.3-99.6; P=.005). However, a reaction time at the 10th minute of ≥3.6 seconds was not related to a Milestone level of ≥3. A low-frequency to high-frequency ratio between the 5th and 10th minute of ≥1.43 seemed to be inversely associated with a hedonic stimulation score of ≥2.0 (exp B=0.14, 95% CI 0.03-0.68; P=.015) after adjusting for video module. The main qualitative feedback indicated that the 360° VR video module was fun but caused mild dizziness, whereas the 2D video module was easy to follow but tedious. CONCLUSIONS: Our preliminary results showed that 360° VR video learning may be associated with a better Milestone level than 2D video learning, and that this did not seem to be related to cognitive load estimates or HRV indexes in the novice learners. Of note, an increase in sympathovagal balance may have been associated with a lower hedonic stimulation score, which may have met the learners' needs and prompted learning through the different video modules. TRIAL REGISTRATION: ClinicalTrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641.