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http://dx.doi.org/10.5762/KAIS.2021.22.1.633

Effect of text and image presenting method on Chinese college students' learning flow, learning satisfaction and learning outcome in video learning environment  

Zhang, Jing (Department of Education, Xingtai Univ.)
Zhu, Hui-Qin (Department of Business Administration, Jeonju Univ.)
Kim, Bo-Kyeong (Department of Education, Jeonju Univ.)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.22, no.1, 2021 , pp. 633-640 More about this Journal
Abstract
This study analyzes the effects of text and image presenting methods in video lectures on students' learning flow, learning satisfaction and learning outcomes. The text presenting methods include forming short sentences of 2 or 3 words or using key words, while image presenting methods include images featuring both detailed and related information as well as images containing only related information. 167 first year students from Xingtai University were selected as experimental participants. Groups of participants were randomly assigned to engage in four types of video. The research results are as follows. First, it was found that learning flow, learning satisfaction and learning outcomes of group presented with video forms of short sentences had higher statistical significance compared to the group experiencing the key word method. Second, learning flow, learning satisfaction and learning outcomes of group presented with video forms of only related information had higher statistical significance compared to the group experiencing the presenting method of both detailed and related information. That is, the mean values of dependent variables for groups of short form text and only related information were highest. In contrast, the mean values of dependent variables for groups of key words and both detailed and related information were the lowest.
Keywords
Video Lecture; Text Presenting Method; Image Presenting Method; Learning Flow; Teaching Presence;
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