Video instruccional online: imágenes, afecto positivo, comprensión y metacomprensión
Resumen
En este estudio se abordó la comprensión y metacomprensión de videos expositivos instruccionales online desde la teoría cognitiva del aprendizaje multimedia y sus extensiones hacia los procesos afectivos y metacognitivos. En un abordaje metodológico experimental se evaluaron los efectos del formato de presentación (video sin imágenes, video con imágenes decorativas, video con instructora explicando) sobre el rendimiento de la comprensión, los juicios de metacomprensión y la precisión (sesgo) de la meta-comprensión, juicios afectivos, y cómo inciden el formato, el afecto, y la comprensión en la metacomprensión. Participaron 274 estudiantes universitarios en una plataforma experimental de aprendizaje en línea. El video con imágenes decorativas obtuvo mayor afecto positivo, pero la comprensión fue similar con todos los formatos. Los estudiantes subestimaron su comprensión con imágenes decorativas, en tanto que fueron más precisos con la figura de la instructora o sin imágenes, sin diferencias entre estas condiciones. Además, los estudiantes de bajo rendimiento creyeron que estaban entendiendo mejor, y los de alto rendimiento subestimaron su comprensión. El patrón de resultados se discute en función de efectos hallados en la investigación previa, diferencias con esta y limitaciones. Los resultados pueden ser relevantes para docentes, diseñadores instruccionales y programas educativos orientados a la autorregulación de la comprensión en línea.
Citas
Alemdag, E. (2022). Effects of Instructor-Present Videos on Learning, Cognitive Load, Motivation, and Social Presence: A Meta-Analysis. Education and Information Technologies, 27, 12713-12742. https://doi.org/10.1007/s10639-022-11154-w DOI: https://doi.org/10.1007/s10639-022-11154-w
Beege, M., Schroeder, N. L., Heidig, S., Rey, G. D. y Schneider, S. (2023). The Instructor Presence Effect and its Moderators in Instructional Video: A Series of Meta-Analyses. Educational Research Review, 40, 100564. https://doi.org/10.1016/j.edurev.2023.100564 DOI: https://doi.org/10.1016/j.edurev.2023.100564
Brom, C., Stárková, T. y D’Mello, S. K. (2018). How Effective Is Emotional Design? A Meta-Analysis on Facial Anthropomorphisms and Pleasant Colors during Multimedia Learning. Educational Research Review, 25, 100-119. https://doi.org/10.1016/j.edurev.2018.09.004 DOI: https://doi.org/10.1016/j.edurev.2018.09.004
Burin, D. I., González, F. M., Martínez, M. A. y Marrujo, J. G. (2021). Expository Multimedia Comprehension in e-learning: Presentation Format, Verbal Ability and Working Memory Capacity. Journal of Computer Assisted Learning, 37(3), 797-809. https://doi.org/10.1111/jcal.12524 DOI: https://doi.org/10.1111/jcal.12524
Burin, D. I., Irrazabal, N., Injoque-Ricle, I., Saux, G. y Barreyro, J. P. (2018). Self-reported Internet Skills, Previous Knowledge and Working Memory in text Comprehension in e-learning. International Journal of Educational Technology in Higher Education, 15, 18. https://doi.org/10.1186/s41239-018-0099-9 DOI: https://doi.org/10.1186/s41239-018-0099-9
Caskurlu, S., Maeda, Y., Richardson, J. C. y Lv, J. (2020). A Meta-Analysis Addressing the Relationship between Teaching Presence and Students’ Satisfaction and Learning. Computers y Education, 157, 103966. https://doi.org/10.1016/j.compedu.2020.103966 DOI: https://doi.org/10.1016/j.compedu.2020.103966
Chung, S. y Cheon, J. (2020). Emotional Design of Multimedia Learning Using Background Images with Motivational Cues. Journal of Computer Assisted Learning, 36(6), 922-932. https://doi.org/10.1111/jcal.12450 DOI: https://doi.org/10.1111/jcal.12450
Costley, J. y Lange, C. (2017). Video Lectures in e-learning: Effects of Viewership and Media Diversity on Learning, Satisfaction, Engagement, Interest, and Future Behavioral Intention. Interactive Technology and Smart Education, 14(1), 14-30. https://doi.org/10.1108/ITSE-08-2016-0025 DOI: https://doi.org/10.1108/ITSE-08-2016-0025
Craig, S., Siegel, R. y Li, S. (2021). Science of Learning and Readiness State-of-the-Art: An Application of the Learning Science Evaluation Checklist. https://adlnet.gov/assets/uploads/DoD%20Use%20Case%20Report%20-%20SoLaR.pdf
De Bruin, A. B. H., Roelle, J., Carpenter, S. K., Baars, M. y EFG-MRE. (2020). Synthesizing Cognitive Load and Self-Regulation Theory: A Theoretical Framework and Research Agenda. Educational Psychology Review, 32(4), 903-915. https://doi.org/10.1007/s10648-020-09576-4 DOI: https://doi.org/10.1007/s10648-020-09576-4
Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A. y Lindner, M. A. (2021). The Misconceptions about Multimedia Learning Questionnaire: An Empirical Evaluation Study with Teachers and Student Teachers. Psychology Learning y Teaching, 20(3), 420-444. https://doi.org/10.1177/14757257211028723 DOI: https://doi.org/10.1177/14757257211028723
Endres, T., Weyreter, S., Renkl, A. y Eitel, A. (2020). When and Why Does Emotional Design Foster Learning? Evidence for Situational Interest as a Mediator of Increased Persistence. Journal of Computer Assisted Learning, 36(4), 514-525. https://doi.org/10.1111/jcal.12418 DOI: https://doi.org/10.1111/jcal.12418
Fernández-Huerta, J. (1959). Medidas sencillas de lecturabilidad. Consigna, 214, 29-32.
Fyfield, M., Henderson, M. y Phillips, M. (2022). Improving Instructional Video Design: A Systematic Review. Australasian Journal of Educational Technology, 38(4), 150-178. https://doi.org/10.14742/ajet.7296 DOI: https://doi.org/10.14742/ajet.7296
Golke, S., Steininger, T. y Wittwer, J. (2022). What Makes Learners Overestimate their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias. Educational Psychology Review, 34(4), 2405-2450. https://doi.org/10.1007/s10648-022-09687-0 DOI: https://doi.org/10.1007/s10648-022-09687-0
Griffin, T. D., Jee, B. D. y Wiley, J. (2009). The Effects of Domain Knowledge on Metacomprehension Accuracy. Memory & Cognition, 37(7), 1001-1013. https://doi.org/10.3758/MC.37.7.1001 DOI: https://doi.org/10.3758/MC.37.7.1001
Griffin, T. D., Mielicki, M. K. y Wiley, J. (2019). Improving Students’ Metacomprehension Accuracy. En J. Dunlosky y K. A. Rawson (eds.), The Cambridge Handbook of Cognition and Education (1.a ed., pp. 619-646). Cambridge University Press. https://doi.org/10.1017/9781108235631.025 DOI: https://doi.org/10.1017/9781108235631.025
Griffin, T. D., Wiley, J. y Salas, C. R. (2013). Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring. En R. Azevedo y V. Aleven (eds.), International Handbook of Metacognition and Learning Technologies (v. 28, pp. 19-34). Springer New York. https://doi.org/10.1007/978-1-4419-5546-3_2 DOI: https://doi.org/10.1007/978-1-4419-5546-3_2
Harp, S. F. y Mayer, R. E. (1998). How Seductive Details Do their Damage: A Theory of Cognitive Interest in Science Learning. Journal of Educational Psychology, 90(3), 414-434. https://doi.org/10.1037/0022-0663.90.3.414 DOI: https://doi.org/10.1037/0022-0663.90.3.414
Heidig, S., Müller, J. y Reichelt, M. (2015). Emotional Design in Multimedia Learning: Differentiation on Relevant Design Features and their Effects on Emotions and Learning. Computers in Human Behavior, 44, 81-95. https://doi.org/10.1016/j.chb.2014.11.009 DOI: https://doi.org/10.1016/j.chb.2014.11.009
Henderson, M. L. y Schroeder, N. L. (2021). A Systematic Review of Instructor Presence in Instructional Videos: Effects on Learning and Affect. Computers and Education Open, 2, 100059. https://doi.org/10.1016/j.caeo.2021.100059 DOI: https://doi.org/10.1016/j.caeo.2021.100059
Hove, P. ten. y Meij, H. van der. (2015). Like It or Not. What Characterizes YouTube’s More Popular Instructional Videos? Technical Communication, 62(1), 48-62. http://www.ingentaconnect.com/content/stc/tc/2015/00000062/00000001/art00005
Jaeger, A. J. y Wiley, J. (2014). Do Illustrations Help or Harm Metacomprehension Accuracy? Learning and Instruction, 34, 58-73. https://doi.org/10.1016/j.learninstruc.2014.08.002 DOI: https://doi.org/10.1016/j.learninstruc.2014.08.002
Lang, P. J., Bradley, M. M. y Cuthbert, B. N. (2008). International Affective Picture System (IAPS): Affective Ratings of Pictures and Instruction Manual. University of Florida.
Liew, T. W., Pang, W. M., Leow, M. C. y Tan, S.-M. (2022). Anthropomorphizing Malware, Bots, and Servers with Human-Like Images and Dialogues: The Emotional Design Effects in a Multimedia Learning Environment. Smart Learning Environments, 9(1), 5. https://doi.org/10.1186/s40561-022-00187-w DOI: https://doi.org/10.1186/s40561-022-00187-w
Lindner, M. A., Eitel, A., Barenthien, J. y Köller, O. (2021). An Integrative Study on Learning and Testing with Multimedia: Effects on Students’ Performance and Metacognition. Learning and Instruction, 71, 101100. https://doi.org/10.1016/j.learninstruc.2018.01.002 DOI: https://doi.org/10.1016/j.learninstruc.2018.01.002
Maki, R. H., Shields, M., Wheeler, A. E. y Zacchilli, T. L. (2005). Individual Differences in Absolute and Relative Metacomprehension Accuracy. Journal of Educational Psychology, 97(4), 723-731. https://doi.org/10.1037/0022-0663.97.4.723 DOI: https://doi.org/10.1037/0022-0663.97.4.723
Mayer, R. E. (2021). Evidence-based Principles for How to Design Effective Instructional Videos. Journal of Applied Research in Memory and Cognition, 10(2), 229-240. https://doi.org/10.1016/j.jarmac.2021.03.007 DOI: https://doi.org/10.1016/j.jarmac.2021.03.007
Mayer, R. E. (2022). Cognitive Theory of Multimedia Learning. En R. E. Mayer y L. Fiorella (eds.), The Cambridge Handbook of Multimedia Learning (3.a ed., pp. 57-72). Cambridge University Press. https://doi.org/10.1017/9781108894333.008 DOI: https://doi.org/10.1017/9781108894333.008
Moreno-Caro, J., López-Vargas, O. y Sanabria-Rodríguez, L. (2021). Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos. Folios, 54. https://doi.org/10.17227/folios.54-11403 DOI: https://doi.org/10.17227/folios.54-11403
Navarrete, E., Nehring, A., Schanze, S., Ewerth, R. y Hoppe, A. (2023). A Closer Look into Recent Video-Based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness. arXiv. https://arxiv.org/abs/2301.13617
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Pozo-Cruz, B. del. y Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204-236. https://doi.org/10.3102/0034654321990713 DOI: https://doi.org/10.3102/0034654321990713
Paas, F. y Sweller, J. (2022). Implications of Cognitive Load Theory for Multimedia Learning. En R. E. Mayer y L. Fiorella (eds.), The Cambridge Handbook of Multimedia Learning (3.a ed., pp. 73-81). Cambridge University Press. https://doi.org/10.1017/9781108894333.009 DOI: https://doi.org/10.1017/9781108894333.009
Plass, J. L. y Hovey, C. (2022). The Emotional Design Principle in Multimedia Learning. En R. E. Mayer y L. Fiorella (eds.), The Cambridge Handbook of Multimedia Learning (3.a ed., pp. 324-336). Cambridge University Press. https://doi.org/10.1017/9781108894333.034 DOI: https://doi.org/10.1017/9781108894333.034
Plass, J. L. y Kalyuga, S. (2019). Four Ways of Considering Emotion in Cognitive Load Theory. Educational Psychology Review, 31(2), 339-359. https://doi.org/10.1007/s10648-019-09473-5 DOI: https://doi.org/10.1007/s10648-019-09473-5
Plass, J. L. y Kaplan, U. (2016). Emotional Design in Digital Media for Learning. En S. Y. Tettegah y M. Gartmeier (eds.), Emotions, Technology, Design, and Learning (pp. 131-161). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-801856-9.00007-4 DOI: https://doi.org/10.1016/B978-0-12-801856-9.00007-4
Polat, H. (2023). Instructors’ Presence in Instructional Videos: A Systematic Review. Education and Information Technologies, 28, 8537-8569. https://doi.org/10.1007/s10639-022-11532-4 DOI: https://doi.org/10.1007/s10639-022-11532-4
Prinz, A., Golke, S. y Wittwer, J. (2020). How Accurately Can Learners Discriminate their Comprehension of Texts? A Comprehensive Meta-Analysis on Relative Metacomprehension Accuracy and Influencing Factors. Educational Research Review, 31, 100358. https://doi.org/10.1016/j.edurev.2020.100358 DOI: https://doi.org/10.1016/j.edurev.2020.100358
Rey, G. D. (2012). A Review of Research and a Meta-Analysis of the Seductive Detail Effect. Educational Research Review, 7(3), 216-237. https://doi.org/10.1016/j.edurev.2012.05.003 DOI: https://doi.org/10.1016/j.edurev.2012.05.003
Riestra-González, M., Ruíz, M. D. y Ortin, F. (2021). Massive LMS Log Data Analysis for the Early Prediction of Course-Agnostic Student Performance. Computers y Education, 163, 104108. https://doi.org/10.1016/j.compedu.2020.104108 DOI: https://doi.org/10.1016/j.compedu.2020.104108
Sanchez, C. A. y Wiley, J. (2006). An Examination of the Seductive Details Effect in Terms of Working Memory Capacity. Memory & Cognition, 34(2), 344-355. https://doi.org/10.3758/BF03193412 DOI: https://doi.org/10.3758/BF03193412
Saqr, M., López-Pernas, S. y Vogelsmeier, L. V. D. E. (2023). When, How and for Whom Changes in Engagement Happen: A Transition Analysis of Instructional Variables. Computers y Education, 207, 104934. https://doi.org/10.1016/j.compedu.2023.104934 DOI: https://doi.org/10.1016/j.compedu.2023.104934
Schneider, S., Nebel, S. y Rey, G. D. (2016). Decorative Pictures and Emotional Design in Multimedia Learning. Learning and Instruction, 44, 65-73. https://doi.org/10.1016/j.learninstruc.2016.03.002 DOI: https://doi.org/10.1016/j.learninstruc.2016.03.002
Serra, M. J. y Dunlosky, J. (2010). Metacomprehension Judgements Reflect the Belief that Diagrams Improve Learning from Text. Memory, 18(7), 698-711. https://doi.org/10.1080/09658211.2010.506441 DOI: https://doi.org/10.1080/09658211.2010.506441
Stull, A. T., Fiorella, L. y Mayer, R. E. (2018). An Eye-Tracking Analysis of Instructor Presence in Video Lectures. Computers in Human Behavior, 88, 263-272. https://doi.org/10.1016/j.chb.2018.07.019 DOI: https://doi.org/10.1016/j.chb.2018.07.019
Sundararajan, N. y Adesope, O. (2020). Keep It Coherent: A Meta-Analysis of the Seductive Details Effect. Educational Psychology Review, 32(3), 707-734. https://doi.org/10.1007/s10648-020-09522-4 DOI: https://doi.org/10.1007/s10648-020-09522-4
The jamovi project. (2022). jamovi (Version 2.3) [Computer software]. https://www.jamovi.org
Tislar, K. L. y Steelman, K. S. (2021). Inconsistent Seduction: Addressing Confounds and Methodological Issues in the Study of the Seductive Detail Effect. Brain and Behavior, 11(9), e2322. https://doi.org/10.1002/brb3.2322 DOI: https://doi.org/10.1002/brb3.2322
Um, E., Plass, J. L., Hayward, E. O. y Homer, B. D. (2012). Emotional Design in Multimedia Learning. Journal of Educational Psychology, 104(2), 485-498. https://doi.org/10.1037/a0026609 DOI: https://doi.org/10.1037/a0026609
Wang Y., Feng X., Guo J., Gong S., Wu Y. y Wang J. (2022). Benefits of Affective Pedagogical Agents in Multimedia Instruction. Frontiers in Psychology, 12, e797236. https://doi.org/10.3389/fpsyg.2021.797236 DOI: https://doi.org/10.3389/fpsyg.2021.797236
Wiley, J. (2019). Picture This! Effects of Photographs, Diagrams, Animations, and Sketching on Learning and Beliefs about Learning from a Geoscience Text. Applied Cognitive Psychology, 33(1), 9-19. https://doi.org/10.1002/acp.3495 DOI: https://doi.org/10.1002/acp.3495
Wong, R. M. y Adesope, O. O. (2021). Meta-analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study. Educational Psychology Review, 33(2), 357-385. https://doi.org/10.1007/s10648-020-09545-x DOI: https://doi.org/10.1007/s10648-020-09545-x
Yang, C., Zhao, W., Yuan, B., Luo, L. y Shanks, D. R. (2023). Mind the Gap between Comprehension and Metacomprehension: Meta-analysis of Metacomprehension Accuracy and Intervention Effectiveness. Review of Educational Research, 93(2), 143-194. https://doi.org/10.3102/00346543221094083 DOI: https://doi.org/10.3102/00346543221094083
Yuan, M., Zeng, J., Wang, A. y Shang, J. (2021). Would It Be Better if Instructors Technically Adjust their Image or Voice in Online Courses? Impact of the Way of Instructor Presence on Online Learning. Frontiers in Psychology, 12, 746857. https://doi.org/10.3389/fpsyg.2021.746857 DOI: https://doi.org/10.3389/fpsyg.2021.746857
Zhao, Q. y Linderholm, T. (2008). Adult Metacomprehension: Judgment Processes and Accuracy Constraints. Educational Psychology Review, 20(2), 191-206. https://doi.org/10.1007/s10648-008-9073-8 DOI: https://doi.org/10.1007/s10648-008-9073-8
Descargas
Derechos de autor 2026 Folios
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
